Time flies, with the tense and slightly tense work rhythm, our work will come to an end again. Looking back on this period of teaching, we have gained not only years, but also growth. Is it necessary to write a teaching summary? When I picked up the pen, I found that I didn't know what to write. The following is a summary essay of classroom teaching discussion activities compiled by me for your reference, hoping to help friends in need.
Summary of Classroom Teaching Seminar1March 12, a seminar on the development of Chinese classroom teaching outside the pond was being held in the multimedia classroom of Dangwan Town No.2 Primary School. The seminar was attended by middle and senior Chinese teachers from Dangwan No.2 Primary School, Guali Mingde School and Kanshan Lianxing Primary School, and on-site guidance from Zhu Huaxian, a Chinese teaching and research researcher from the District Teaching and Research Office.
The establishment of "Li Tang Tang Wai" is the same stage for the development of * * * and the same stage for three schools. This Chinese teaching seminar is the first classroom teaching seminar since the establishment of * * *, which allows teachers to learn, reflect, improve and witness their growth in the classroom.
In this seminar, teachers Xu Binbin, Ma Yanfang and Wang Lin from Dangwan No.2 Primary School demonstrated their classroom teaching. Researcher Zhu said that xu teacher's class is full of poetry, Ma's class is full of enthusiasm, and Wang's class is full of imagination. Their classroom teaching not only provides research materials for Chinese teachers in our school, but also shows the elegant demeanor of Chinese teachers in Dangwan No.2 Primary School to teachers in Mingde School and Lianxing Primary School.
In the afternoon, Teacher Zhu, a researcher, commented on three classes. On the basis of full affirmation, Mr. Zhu stressed: Chinese class must guide students to have a deeper and more detailed interpretation of the language, and the setting of classroom questions must have a clearer orientation. After that, Mr. Zhu gave a detailed explanation of the current and future classroom norms of Chinese teaching in primary schools at 16, giving teachers clearer and more operational classroom norms.
Summary of Classroom Teaching Seminar 2 "Chinese Teaching Seminar" has been carried out in our school for three consecutive years (six periods) and has become a compulsory course for teachers in our school every semester. Through this comprehensive practical course, the comprehensive quality of teachers in our school has been improved year by year.
First of all, the level of making and using multimedia courseware is getting higher and higher. Personally, I couldn't even "paste slides" when I first made a courseware. Later, I could insert pictures, audio-visual materials and use "hyperlinks". Now I can basically complete a complete courseware independently. In this Chinese seminar, each teacher's courseware is beautifully made and practical, and the classroom operation is free and decent, which gives full play to the auxiliary and supplementary role of multimedia courseware and greatly improves the teaching effect.
Secondly, the improvement of teaching level. In the past, it was definitely a big project for teachers to give a "quality class", which required a week or two of careful preparation and repeated lectures. Many teachers were asked to help revise the class, also called "grinding the class". Now, teachers are more and more efficient in preparing lessons. Take Teacher Zhao Cuixiu as an example. It only takes two or three days from drawing lots to attending classes, but her courseware is exquisite and her classes are wonderful. Moreover, this is done independently and does not delay the normal class and the work of the class teacher. It can be said that it has reached the level of teaching experts. This is enough to show that our teachers have been honed by "teaching seminars" again and again, and their teaching skills have become deeper.
In this activity, I am also delighted to find that each teacher's teaching design has its own characteristics. Teacher Zhao Cuixiu is good at taking the unit group as a unit, focusing on the big picture, starting from the small, and grasping the content of the textbook as a whole; Teacher Zhu pays special attention to the training of students' basic Chinese skills, and pays attention to the practice of recognizing new words, distinguishing polyphonic words, recognizing words, replacing and comparing, expressing with "because ……" sentences, imitating, etc. The training is solid. Such a large-capacity and efficient classroom is really rare. Teacher Liu Hongli used beautiful and fluent language, accompanied by exquisite pictures and music, to lead the students to visit the "rich Xisha Islands", and the children were very interested and gained a lot. Moreover, Mr. Liu's handling method of text paragraphs is flexible. Seawater is a beautiful text, so Mr. Liu focuses on guiding reading, reading rather than speaking; The "underwater" part is supplemented by a large number of pictures to enrich students' perception and guide students to practice "imitation"; The description of teacher-student cooperation in The Beach; This passage in Seabirds lets students be "tour guides", focusing on students' language practice. Teacher Wang Hengyun pays special attention to guiding students to "learn to write from reading" and combine learning with writing. President Fu pays special attention to the infiltration and guidance of learning methods, such as "connecting with context, using reference books and connecting with life experience" to understand words, "marking while reading" and grasping key words to understand characters. Teacher Li instructs the students to retell the story and try to figure out and understand the character through intensive reading of key sentences. Teacher Liu Feng returned the initiative of learning to the students, and the students' dominant position was brought into full play. The students really became the masters of learning, and their learning enthusiasm was very high. Teacher Zhao Hongliang instructs students to use reference books to understand key words, and is especially good at evaluating students with inspiring language. Students study easily and happily. Teacher Zhao Xingmei gave our young teachers a high-quality demonstration class. She has a precise grasp of the teaching materials, clear goals, clear thinking and concise language, which is a truly efficient classroom.
In addition, in this teaching seminar, the teachers in each class have highlighted the theme of this activity, that is, the cultivation of students' good study habits. Including: the habit of listening attentively; The habit of thinking actively and listening carefully to students' speeches; Learn to express clear and complete habits; And good reading and writing posture, standing with hands raised to answer questions, etc. In these respects, principals Zhu, Zhao Cuixiu, Liu Feng and Fu Cunfa set an example for us, and other classes have made great progress than before.
Of course, this activity also exposed some shortcomings in our Chinese classroom teaching:
First, the level of "reading" is not clear enough, and reading aloud is not sufficient. In this respect, Liu Hongli's instruction on "seawater" is worth learning.
Second, the grasp and handling focus of the text content is not prominent enough. We can find the "starting point" of the article and get to the point. At this point, teacher Zhao Xingmei is an example for us to learn.
Third, the use of reference books is not reasonable enough. In class, it is time-consuming and laborious to look up reference books for every new word. Like Mr. Zhao Hongliang, students can arrange keywords by looking up the dictionary before class or just looking up a few keywords in class.
The exposure of these problems not only does not affect the success of this seminar, but also points out the direction for our future Chinese teaching. Our Chinese teachers will continue to explore and make continuous efforts to improve the level of Chinese teaching. Looking forward to the Chinese teaching in our central primary school entering the spring of "letting a hundred flowers blossom"!
Summary of Classroom Teaching Seminar Activities 3 xxx 10 12 The seminar and exchange activity of "heterogeneous classroom teaching in the same class" in the first district was held in xxx No.7 Primary School. Attending this activity were Mr. He Dechun from the Teaching and Research Section, Zhou Fenglan, Principal of the Seventh Primary School, Yang Jianhua, Director of the Teaching and Research Section, Wang Jian, District Leader and Principal of the Third Primary School, Third Primary School, Sixth Primary School, Yushugou School and Sulfur Valley School.
This year, the primary school English seminar in our city will continue to focus on classroom research. In order to strengthen classroom teaching and carry out this work better, we designed "heterogeneous teaching activities in the same class". Teacher Ye from No.7 Primary School and Teacher Noor from Nonferrous Metals School performed two wonderful lessons for everyone. They use multimedia courseware and teaching resources, body language and games around them to stimulate students' interest and enthusiasm in learning English. Different ideas and designs of the same content in the same class have different influences on the cultivation and future development of students' comprehensive English ability.
On-site teachers commented on brainstorming, and He Laoshi commented on the teaching and research section to show us the direction. His incisive exposition and thinking on "heterogeneity in the same class" lit a bright light for our front-line teachers' teaching and research work, just like a drop of dew in the desert, which was refreshing and benefited a lot. In order to promote the in-depth development of the study of "heterogeneity in the same class", let our experience today become the conscious behavior of teaching tomorrow.
Minutes of Classroom Teaching Seminar 4 12 On February 28th, we went to Huabu Town Central Primary School to participate in the "Four Schools Salon" teaching seminar of primary school science "Real Small, Heaven and Earth, North Small and Xiao Hua".
6:5438+0:00 p.m. At 6:5438+00 p.m., representatives of teachers from all schools have gathered in the multimedia classroom behind the school. This teaching and research activity is divided into three steps: first, the classroom teaching statement, then the teaching comment, and finally the teacher teaching. We listened to Mr. Wu's class "Changes of Food in the Mouth". Teacher Wu has a loud voice and humor in class. The students' interest in attending classes was immediately aroused. We listened with relish, as if we were students in the class. This is a typical science class with clear context. Ask questions from the dialogue, guess, experiment, communicate and draw conclusions. Teacher Wu is well prepared before class and pays attention to every process of classroom teaching. For example, when distinguishing the functions of front teeth, canine teeth and molars, prepare different foods. Because human beings are highly evolved animals, some organs are evolving and some are degenerating. Moreover, canine teeth are degenerating, so the role of canine teeth is difficult to reflect. Teacher Wu chose knotted sugarcane to let the students know the role of canine teeth in peeling. Because this is an experimental class with food as the main material, Mr. Wu has prepared an experimental record sheet to prevent students from deviating from the subject just by eating.
But at the same time, science classes should also focus on cultivating students' creative thinking. To what extent should teachers guide students' inquiry activities? Can't you be too careful? In this process, where is the thinking training of students reflected? Teachers are more inclined to give full guidance, because they can control the classroom, reduce the occurrence of emergencies and successfully complete the classroom teaching tasks. If students are too considerate, will they become dependent and not good at thinking and solving problems independently? However, the reasons for this situation are not unique, such as the safety of students' operation, limited classroom time, poor students' practical ability and large class size. These problems are not easy to solve in a short time, so it is difficult for us to let students explore how they want. We think that teachers can create more practical opportunities in class to strengthen students' practical ability. Let them ask their own questions, so as to find a solution to the problem. After the usual practice, you can slowly let go, so that students can become the protagonists and teachers can become the protagonists. This can not only exercise operational skills, but also improve students' scientific thinking ability.
After class, several experts from the teaching and research section also made comments. Teacher Wu's classes are all positive. The whole classroom is full of scientific ideas, and students are very interested in exploring experiments. Mr. Bao Yan believes that in this class, Mr. Wu pays attention to the cultivation of students' scientific literacy, and introduces them from shallow to deep, from easy to difficult. The coordination between organs and the influence of oral food changes on the follow-up are mentioned. This course reflects more physical changes than chemical changes, so it should be extended. Xu teacher said that when science was neglected, Mr. Wu's basic literacy was better. We should pay more attention to cultivating students' interest in learning science, encourage students to ask more questions and evaluate more in class, and improve students' participation.
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