First, it is the basic content of the construction of teaching and research group to create a charismatic teaching and research group leader and promote the professional development of teachers.
"A good teaching and research team leader is a good teaching and research team". In the process of teaching and research group construction, the school first attaches importance to the construction of teaching and research group leaders, and strives to cultivate and build an excellent team of teaching and research group leaders. In the selection of teaching and research team leader, the orientation of the school has a certain foundation, that is, the teaching and research team leader has unique personality charm, high professional level, certain cohesion, organized appeal and guiding ability. In the training of teaching and research group leaders, we should adhere to the strategy of sustainable development and promote the construction of teaching and research groups by creating experts and famous teachers, thus promoting the development of teaching and research groups and improving teachers' professional quality. In several years of team building, the head of the teaching and research group of our school has made outstanding professional development achievements and the professional quality has improved rapidly.
1, relying on school-based training, promote the formation of personality charm of teaching and research team leaders and consolidate business foundation.
School-based training is the most common way to train teachers or teams. In the school-based training of our school every semester, there will be a section on the construction of teaching and research groups. School-based training of teaching and research groups, which focuses on topics such as teachers' reports, charismatic stories of teaching and research group leaders, demonstration of teaching and research ability of class teaching and research groups, and exchange of experience of advanced teaching and research groups, has promoted the sense of responsibility and role of teaching and research group leaders, and also promoted the formation of their personality charm. In the process of school-based training, the teaching and research team leader's ability to interpret texts, study teaching materials and comment has been continuously enhanced, and his business foundation has been continuously consolidated.
2. Take off-campus training as the carrier to promote the professional development of teaching and research team leaders and improve the "right to speak".
Off-campus training is an effective extension and supplement of school-based training, which plays an important role in the process of teachers' professional growth. In this process, the school puts the professional growth of the teaching and research group in the first place. In all kinds of classroom teaching seminars, reports and exchange activities in various districts and cities, teaching and research team leaders first participate in training activities to broaden their horizons and understand new educational information. In May 2008, the school organized 12 teaching and research team leader to go to Nanjing to participate in the "Modern and Classic Classroom Teaching Observation" activity. After attending the off-campus training, the group leader reflected on his teaching work, put the successful experience to use for me, and made the professional level of the group leader improve continuously. While the professional level of teaching and research team leaders is constantly improving, teachers' sense of professional authority is also constantly strengthening. When a teacher's argument on a certain issue is fruitless, the opinions of the teaching and research team leader can play a key role and have a reliable "right to speak".
3. Take special training as an opportunity to promote the improvement of management ability and the optimization of work skills of teaching and research team leaders.
Starting from the functional requirements of the head of the teaching and research group, the head of the teaching and research group should not only have excellent skills in teaching business, but also have strong organizational management ability, and have certain skills and strategies in the process of carrying out the work. Managing the teaching and research group regularly under the guidance of the school is an effective way to improve the management ability of the teaching and research group leader, and special training can make the teaching and research group leader grow more systematically. Therefore, schools can take advantage of the opportunity of special training for teaching and research leaders at all levels, send team leaders to participate in the training, pay attention to the content and effect of their training, and guide them to apply the training content to the management of their groups in time. Last semester, four teaching and research team leaders participated in the training of discipline teaching and research team leaders organized by Wuhan Teachers' Office. This semester, Shanghai Institute of Strategic Training entered our district and signed training plans and contracts with three schools. Our school also sent a team leader to participate in the training activities of their teaching and research group. Team leaders who participated in two trainings reported great gains.
Second, strengthening the management of teaching process, studying effective classroom teaching and improving the effectiveness of classroom teaching are the key contents of the construction of teaching and research group.
The role of teaching and research group can promote the effective implementation of teaching management. From the implementation of various teaching processes, orderly teaching order, collective discussion of preparing lessons, mutual listening and evaluation, and research on subject topics, the effectiveness of the construction of teaching and research groups can also be reflected. In the process of teaching and research group management, we all deeply understand that "classroom is the main channel for schools to implement quality education and the main position for students to acquire knowledge at school." Therefore, the teaching and research group not only realizes the goal of routine teaching process management, but also takes "the study of classroom teaching effectiveness" as an important content in its own construction process.
1, do a good job in the routine management of the teaching and research group, and promote the implementation of the teaching process and the orderly teaching routine.
Under the organization of the school's teaching management department, it is one of the basic functions of the teaching and research group to check and implement the routine teaching processes such as preview, teaching, reform, guidance and analysis and complete various teaching tasks. The academic affairs office of the school requires the leader of each teaching and research group to check once a week, sign the words of the team members and leave a check mark, and fill in the register issued by the academic affairs office. In this way, the group leader can clearly understand the implementation of the teaching process of this group of teachers from the "quantity", and can also adjust and control the work of the teaching and research group as a whole. In the monthly spot check, the Education Department not only pays attention to the inspection of the teaching and research team leader, but also pays attention to the "quality" of teachers' personal teaching process and gives timely guidance. After the mid-term and final process inspection, carefully summarize and analyze the teaching routine of the teaching and research group and teachers, make a briefing at the teachers' meeting, popularize good practices, point out shortcomings and put forward reasonable suggestions. In order to urge and encourage the teaching and research group to play its role, strengthen the construction of teaching and research group, and ensure the orderly teaching routine.
2. Pay special attention to the collective preparation of lessons by the teaching and research group to lay the foundation for effective classroom.
Preparing lessons is the most basic link in the management of school teaching process. Preparing lessons well is also a prerequisite for a good class. Whether the preparatory work (preparing lessons) before classroom teaching is sufficient directly affects the teaching quality. Therefore, collective lesson preparation is one of the important contents of the teaching and research group.
A few years ago, our school's "collective lesson preparation" focused on the content of lesson preparation and worked hard on "preparation". The head of the teaching and research group decides the time, content and speaker in advance, and asks the speaker to draw up the teaching design on the basis of fully studying the teaching materials. The design should be comprehensive, and the teaching emphases, difficulties, doubts (easy to confuse and make mistakes) and intersections (the connection of knowledge before and after) were analyzed. Other team members collected relevant materials for the course. When preparing lessons collectively, the group leader also asked everyone to solve a specific problem in combination with the topics in the group. Practice the classroom after collective lesson preparation, follow up the lectures, and then focus on the design of the teaching process and the rationality of the teaching methods adopted by the teaching and research group. , and then enter the classroom practice after discussion.
On the basis of preparing lessons in a single class, our teaching and research group has formed a corresponding model and accumulated valuable experience. This semester, our school instructed the teaching and research group to try to prepare lessons as a whole, and formed a certain operation process. In the process of implementation, the teaching and research group strictly follows the process, and the specific process is divided into three stages:
The first step: the preparation stage.
It is divided into three parts: the leaders of teaching and research (preparing lessons) coordinate the division of labor, determine the main and standby personnel of the unit-the key points and difficulties of the collective preliminary research unit and the breakdown of class hours-and the main and standby personnel prepare the teaching design according to the curriculum standards and suggestions.
There are two main requirements in the first stage: First, teachers and students should study the teaching materials independently and deeply, analyze the characteristics of the teaching materials, teaching difficulties and the breakdown of the class hours in this unit, complete the teaching design of the class hours, form a preliminary discussion text two or three days before the implementation of the collective lesson preparation stage, and distribute it to the participating members of this group for reading. Second, on the basis of individual study, the participants put forward preliminary personal amendments to the text to accumulate materials for centralized discussion.
Step 2: Implementation stage.
It is divided into four parts: the active and standby personnel prepare lessons by reading the unit, discuss and exchange revision opinions with the participants-the active and standby personnel organize and improve the lesson preparation to form a unified text of classroom teaching-the implementation of the teaching design formulated by collective discussion after individual classroom revision-and write personalized revision opinions in classroom practice in combination with the class learning situation and the teacher's personal teaching style.
At this stage, there are three main requirements: first, the lesson preparation should be interpreted by the participants, not read aloud, and the participants should have the clearest understanding of the presented text in the shortest time. Second, participants must thoroughly analyze the teaching materials, read the teaching design texts provided by the main participants and have their own unique knowledge and understanding before the centralized discussion, so as to make full preparations for the centralized discussion. Third, although the final form is a unified text, there will be differences in the process of classroom implementation, so teachers in the actual classroom are required to put forward personalized suggestions in order to carry out classroom teaching more effectively.
Step 3: Summary stage.
It is divided into three parts: exchange the implementation process of classroom teaching, put forward personalized revision opinions-discuss revision and supplement-form teaching reflection.
In the third stage, two requirements should be met: first, on the basis of comprehensive opinions, the active and standby personnel should carefully sort out and form a more reasonable unit analysis and classroom teaching design. Individual links can absorb different teaching methods of different teachers and form alternative schemes, and the results will be provided for the next round of teachers to learn from. Two, before the end of each semester, the teaching and research group (lesson preparation group) should submit the lesson preparation and discussion results of each unit of this grade to the Academic Affairs Office in the form of written text and electronic text for preservation.
In short, whether it is a single class or a whole group of units, we strive to prepare for the good organization and implementation of classroom teaching by focusing on "preparing lessons".
3. Strengthen the classroom teaching discussion of the teaching and research group, and promote the improvement of the quality of classroom forty minutes and the improvement of teachers' teaching skills.
Just because the class is ready doesn't mean the class is ready. The regulation, teaching skills and art of teachers' classroom teaching determine the effectiveness of the classroom. At the same time, the prepared teaching design needs to be verified through classroom teaching practice and "dialogue" with students. Through many mutual listening and evaluation activities, our school has tested the teaching design and constantly adjusted and optimized it. After such repeated discussions and revisions, the cultivation of students' classroom thinking ability, comprehensive analysis ability and comprehensive application ability of knowledge has been strengthened, and the classroom teaching effect has been obviously enhanced.
There are three ways to discuss classroom teaching in our school: listening and evaluating each other in the group, observing and evaluating each other at the school level and observing and discussing. First, mutual listening and evaluation in groups is a well-known way, and it is also a common form of teaching discussion in schools. Only members of this group can discuss the teaching content in this textbook or the school-based content developed.
The second way is to observe and comment at the school level, which is a topic discussion activity arranged by the academic affairs office of the school. The form is: focus on observing the classroom teaching demonstration provided by a teaching and research group-lectures by teachers-comments by other teachers. At the beginning of each semester, the Academic Affairs Office draws up discussion plans for different grades and disciplines and marks them in the school work calendar, and the teaching and research group implements them as planned in the process of teaching management. This kind of classroom teaching and research activities can make teachers more clearly understand the key points and teaching rules of this discipline, pay attention to the connection of teaching in different years, promote the communication between teaching and research groups and teachers, and also provide an opportunity for teams to display their research results and personal teaching skills.
The third way of classroom teaching discussion is to attend lectures and discuss and evaluate. This way has a wide range of activities, which can urge teachers to do regular classes well and is very helpful to promote teachers' professional development and improve the effectiveness of classroom teaching on a large scale. As the ancients said, learning alone without friends is ignorance. In the professional growth of teachers, in addition to the guidance of experts, peer assistance is an effective way of growth. In order to expand the opportunities for teachers to learn from each other, the school leaders' teaching and research group implemented the discussion method of attending lectures and commenting this semester. The focus is on the setting and realization of classroom teaching objectives. First of all, a "lecture group" with the leader of the teaching and research group and key teachers as the main body was established.
The "class observation group" consists of two members. They go deep into the classroom every week to attend classes, and the classes they watch are randomly determined by drawing lots. According to the requirements of the target content and evaluation standard, the members who attend the class carefully listen to the class, read the teaching design of the instructor after class, communicate and discuss with the instructor individually with the theme of "achieving the goal", fill in the evaluation form and submit it to the Academic Affairs Office for preservation on the same day. In order to enhance the effect and expand the scope of lectures, the school encourages other teachers in this group to participate in lectures and discuss with the members. Through a semester's practice, we can see that the atmosphere of discussion in the teaching and research group is stronger. At the school management level, we try to improve teachers' understanding of the quality and efficiency of classroom teaching on a broader level through "attending classes, discussing and commenting". In the next stage, we will try our best to increase the "observation points" of lectures, improve the "frequency" of the listening group, and do more research in this area.
In all aspects of the classroom teaching process, in order to update the concept and improve the details, the school also invited experts and special-grade teachers from the urban teaching and research section to visit the classroom in time, extending and expanding the guidance from the real classroom comments, so that teachers can feel and reflect from the case, which not only broadens their horizons, but also finds the supporting point and combining point for guiding practice in theory. In this way, the teacher's classroom teaching level has been improved to varying degrees on the original basis, and the quality of 40-minute classroom teaching will naturally be implemented and improved.
4, teaching and research group to carry out research, constantly optimize classroom teaching, promote teaching and scientific research results.
Through the construction of teaching and research groups for several years, each teaching and research group will proceed from its own reality and improve its teachers' classroom teaching level with the help of certain teaching research. One way is "discussion on teaching problems", which is mainly to summarize the classroom, exchange their own practices, put forward their own confusion in classroom teaching, and determine the research direction and tasks in the later period. In the teaching of oral communication, teachers in junior middle school Chinese group generally believe that students can't speak completely and methodically, and teachers should avoid too much language and too detailed hints in the teaching process. Taking this breakthrough as a difficult teaching problem, our research group seeks a teaching strategy of oral communication that conforms to the learning situation.
Our other way is "special investigation", where we discuss and formulate special topics and conduct research. The Chinese High Group put forward the topic of "How to guide students' perception in reading teaching", the Music Group put forward the topic of "Stimulating students' creative desire in learning to sing" and the Sports Group put forward the topic of "Utilizing campus resources and developing sports school-based resources". We reflect, the research of a subject, the teaching and research group leads the teachers to participate, and through several years of efforts, we accumulate in the research, apply in the accumulation, reflect in the application, and grow in the reflection. The essence of discipline has evolved into a carrier and platform for teachers' professional promotion. Therefore, the school does not refuse to declare any subject, and actively mobilizes teaching and research teams and teachers to participate in the subject research. Facts have also proved that the research on topics such as "cultivating students' autonomous learning ability by using the transfer law" has accumulated a lot of experience in various special studies through the efforts of the teaching and research group, which has played a good role in improving students' learning interest and enhancing the effectiveness of classroom teaching. In the process of repeated practice, the research results of the teaching and research group have been invisibly promoted.
Third, the selection of advanced teaching and research groups and the promotion of excellent team models are the driving means for the construction of teaching and research groups.
"Advanced selection" is an incentive means, and it is no exception for team building. Every semester, our school will carefully select advanced teaching and research groups and give them both material and spiritual rewards. In the evaluation process, according to the standards, pay attention to the accumulation and performance of the teaching and research group's usual work. Self-evaluation of teaching and research group, mutual evaluation and recommendation of teaching and research group leaders and comprehensive evaluation of schools embody the principles of democratic centralism and fairness.
The school will arrange the selected advanced teaching and research team to show the construction situation at all teachers' meetings, and provide the typical experience of excellent teaching and research team for your reference. And recommend the best teaching and research group to participate in the district and municipal evaluation. This year, the low mathematics group and the sixth grade Chinese group of our school passed the selection and participated in the evaluation of the "Top Ten (Advanced)" advanced teaching and research group (group leader) in the district. This is an opportunity and an honor. In promoting the construction of teaching and research group, our school will do further research and try.
Through self-construction, the teaching and research group of our school has strengthened the cohesion, promoted the professional development of teachers in the group, improved the teaching skills and finally achieved the goal of improving the teaching effect. There is no end to learning, learning and teaching from each other. Fully mobilize the team building of teaching and research groups, give full play to the team role of teaching and research groups, devote themselves to the professional development of teachers, let teachers indulge in classroom teaching research and cultivate a large number of outstanding teachers.