How to carry out classroom reforms and create efficient classrooms

Since 2009 was designated as the "Year of Classroom Teaching Reform", our school has formulated a classroom teaching reform implementation plan to promote the school's classroom teaching reform in a planned and step-by-step manner. Especially since November last year, after our school went to Dulangkou for inspection and study, our school has actively and steadily promoted the classroom teaching reform based on the strategy of "individual implementation, accumulation of experience, organization of observation, and gradual rollout", and determined the fifth grade as the experimental Class, under the guidance of the district teaching and research office and the central school, our school has gradually built a classroom teaching model that is consistent with the actual teaching of the school, focusing on cultivating students' ability to learn independently, comprehensively cultivating students' comprehensive qualities, and taking a distinctive curriculum reform path.

1. Leaders pay attention to and actively explore

1. Formulate rules and regulations to ensure the solid advancement of curriculum reform

The leadership’s concepts are related to the success or failure of curriculum reform. In November last year, the vice president in charge of business of our school went to Dulangkou, Shandong Province to study, bought back books and CDs, and gave special lectures after returning to school. He organized teachers to watch classroom recordings. Principal Luo Dongxiang organized the leadership team to study "Second Class II" on many occasions. He has personally participated in formulating a series of rules and regulations such as the "Classroom Teaching Reform Implementation Plan" and the "Classroom Teaching Reform Evaluation Plan", with the principal as the team leader and the deputy director in charge of teaching. The principal is the deputy leader, the teaching director and the teaching and research team leader *** also participate in the curriculum reform leading group. The curriculum reform leading group goes deep into the front line of teaching and studies with teachers in the curriculum reform class to explore and explore methods of curriculum reform. , ensuring that classroom teaching reform is carried out in an orderly and effective manner.

2. The principal participates in promoting curriculum reform

In the early stage of curriculum reform, teachers in the curriculum reform experiment felt that their efficiency was not high and they lacked confidence. In order to answer the confusion of the curriculum reform teachers, eliminate worries, enhance confidence, and make the curriculum reform teachers grow faster, the principal personally taught a lesson reform course "The Basic Nature of Fractions" to Class 51 of the experimental class. All the teachers in the school actively participated in the lectures and conducted lectures and evaluation activities. The principal’s lesson reform not only allowed the teachers to learn the methods of curriculum reform, but also gave the curriculum reform teachers the motivation and a hundredfold confidence to move forward. It plays a positive role in promoting curriculum reform in schools. The principal insists on working with the curriculum reform leadership team and listens to two classes of curriculum reform classes every week. After listening, he immediately evaluates the lessons and points out the successes and deficiencies, and actively guides and participates in the preparation of the guidance plan. In order to truly implement the curriculum reform and prevent teachers from using the old method of teaching without supervision, the leaders in charge of the curriculum reform each stayed in a class to open the door to listen to the class, and included this in the curriculum reform evaluation rules Here, it serves as the basis for regular teaching inspection in the curriculum reform class.

3. Create conditions to support curriculum reform

Based on the strategy of “individual implementation, accumulation of experience, organization of observation, and gradual rollout”, our school has identified three classes in fifth grade as experiments In the class, more than 2,000 yuan was invested to add blackboards around the classroom of the curriculum reform class, providing a stage for students to show off; in the corridor outside the curriculum reform class, beautifully crafted testimonials from teachers and students on the curriculum reform class were hung; Curriculum reform slogans were made before and after the experimental class classroom; the "2-5-5" classroom teaching model and the "Six Pushes and Six Allowances" teaching strategies and the goals to be achieved by the classroom teaching reform were enlarged and posted in the office: In order to let the experimental class teachers experience it at close range At the forefront of education reform, in April 2010, our school sent experimental teacher Zhang Huimin to Dulangkou, Shandong Province for study and inspection; it invested more than 10,000 yuan to purchase a special computer for each experimental class, which facilitated teachers and students in collecting information; In addition to subscribing to a large number of teaching research and teaching reform magazines, the school also purchased a lot of books and materials and CDs on curriculum reform for each teacher in the curriculum reform experimental class, such as "Teaching Reform of the New Curriculum", "A Concise Reader on Curriculum Reform", , "Basics of Subject Teaching Theory", "Dulangkou Classroom Collection", "Interpretation of Teaching Reform in Dulangkou Middle School towards Independence", etc., so that teachers can accurately understand the significance of classroom teaching reform, update teaching concepts and improve teaching by reading these books. method.

2. Change concepts and raise awareness

The key to the success of curriculum reform lies in teachers. To implement education reform, we must first start with changing teachers’ concepts. In order to strengthen teachers' understanding of classroom teaching reforms and improve teachers' level and ability to practice advanced educational concepts, the school vigorously carries out teacher training and improvement through various channels.

1. Conduct all-staff training once a month. The school conducts all-staff training once a month to organize teachers to learn advanced educational concepts, obtain cutting-edge information on education reform, and master modern teaching techniques.

On March 23, the principal of the school gave a special lecture on "Comprehensively Deepening the Reform of Classroom Teaching and Efforts to Improve the Quality of Education and Teaching", focusing on the "two, five, five" teaching model of the district teaching and research office and the "six push and six concession" teaching strategies to promote classroom teaching. The reform achieved the goals of curriculum reform and the current situation and problems of school classroom teaching were explained and analyzed.

2. Go out and invite teachers to come in. Our school has organized teachers to study in many schools. Experts were invited to the school for the first time to guide the curriculum reform and give special lectures. On March 24, experts from the district teaching and research office came to our school to guide the curriculum reform. They listened to 4 classes in depth, communicated face-to-face with teachers, and answered questions on the spot. It also provided specific guidance on the case. At the same time, it pointed out the detailed problems existing in the process of classroom teaching reform in our school and gave corresponding suggestions, which pointed out the direction for the school's future curriculum reform work in a timely manner. Reform seminars reflect on the deficiencies in classroom teaching reform based on experts’ opinions and suggestions.

3. Exchange and reflection for continuous improvement

There is no ready-made experience in classroom teaching reform. As the classroom teaching reform deepens, there will be a lot of confusion, but difficulties will further highlight the value of curriculum reform. We regard the difficulties encountered in the curriculum reform as subjects to study. The school insists on holding a monthly curriculum reform seminar. The principal will personally preside over the meeting to summarize the achievements of the previous curriculum reform and find solutions to existing problems or confusions in teacher-student interaction, student presentations, evaluations, etc. in the classroom, requiring experimental teachers to write a valuable article every two weeks. Reflect on teaching and write an education case every week. In April, we launched the "Everyone Takes an Open Course on Classroom Teaching Reform" activity, requiring each teacher in the school to choose a lesson and write a teaching plan, and give it to the teacher from the end of April to the beginning of May. An introductory class, and then write a reflection on each to accumulate experience for future teaching reform. Currently, more than 20 reflections on teaching reform have been published on the Xiangyang Education Information Network and newspapers and magazines. Through written exchanges and reflections, teachers can continuously summarize their classroom teaching experience. , recognize the success of their daily classroom teaching and enhance their self-confidence; it also allows teachers to promptly summarize and discover the lessons of classroom teaching reform, improve the level of classroom teaching, and deepen classroom teaching reform.

3. Change the lesson plan to "Learning Plans"

To implement the classroom teaching reform, we started by changing lesson plans into "Learning Plans". After a period of exploration, we found a "Learning Plan" model suitable for our school. Its contents include. Pre-study testing, cooperation and exchanges, reports and presentations, display improvement, inductive reflection, standard assessment, etc., allow students to understand the content they have learned and the goals to be achieved in advance based on the guidance plan.

Preview testing: Teachers review the lessons. The study plans prepared in advance are distributed to students, and students are organized to conduct independent learning and exploration based on the study plans, and work independently to complete relevant questions in the study plans.

Cooperation and communication: The teacher organizes students to communicate in groups. Teachers can also discuss and solve difficult problems with students in cooperative learning groups. In this process, teachers play the role of organizers and guides, while highlighting "vulnerable groups", "training soldiers", "training soldiers", and "strengthening soldiers".

Reporting and display: In this link, the teacher provides students with sufficient display platform, display time, and display opportunities. Through the report and display, students can further clarify their ideas and deepen their understanding of the problems in this group. The process of presentation is usually to start from one group and display in sequence to six groups. You can also start from six groups to explain and analyze the topic, and other students will comment and tell the knowledge points and solutions used in this question. The key points of the question, the common mistakes, the rules of summary, or the knowledge expansion, variation training, etc. of the question. Students can also ask their own questions, and other students or teachers can provide answers, etc., so that the classroom can truly develop through interaction. , the purpose of students becoming wonderful because of their autonomy.

Expansion and improvement: Each group explains and analyzes the learning tasks of its own group based on the discussion within the group; each group shows improvement, and students in other groups share the results, or are influenced by a group's performance Enlightenment, there is a better solution.

Feedback exercises: Mainly to consolidate and improve the new knowledge learned, and to use new and old knowledge to organically combine to solve some simple problems.

4. Seriously teach the "Three Lessons"

Our school follows the "Two-Five-Five" classroom teaching model of the district teaching and research office, draws on Dulangkou's experience and combines it with the actual situation of our school, and conscientiously teaches Good "three lessons", but when it comes to specific implementation, there are not only pure preview classes, demonstration classes, and feedback classes, but also preview + demonstration classes, and demonstration + feedback classes. The teacher can automatically adjust and arrange according to the needs of the content and the needs of the class. .

(1) Effective preview to consolidate students’ basic knowledge

In practice, our school’s experimental class has summarized a set of preview lesson teaching links with our school’s characteristics. The specific The method is: since our school is a non-boarding school, students usually preview outside of class. Teachers send study plans to the school in advance, and students go out to preview at noon or evening. Teachers no longer assign extracurricular homework. Students do their own homework according to the teacher's design on the study plans. Problems and created scenarios, preview, and master the basic knowledge and content in class. Students should keep records of doubts, difficulties, and key issues in the process of independent study to lay the foundation for interactive inquiry.

(2). Wonderful display to promote students’ individuality.

Exhibition classes are an important part of teaching. The quality of demonstration classes is directly related to the quality of teaching, so it is crucial to give good demonstration classes. The specific operations of the demonstration class in our school are as follows:

1. Cooperation and exchange

Students first communicate and explore the doubts and difficulties encountered during the preview process in the group, giving full play to the role of teaching soldiers, The role of strong soldiers is to find ways and ideas to solve problems.

2. Reporting and presentation

This link is a process of interaction between students and students, teachers and students, groups of students, and groups. The protagonist is the student. The teacher assigns the content to be displayed to each group. Then the group leader assigns the topics that need to be presented to the appropriate students based on the learning status of the members of each group. This is generally the case: the simplest basic or conceptual questions are assigned to students No. 1 and 2 of each group (we assign The students (numbered in order from worst to best) stand up and present, and then students No. 3 and 4 will make supplements or corrections; for questions that require explanation or are less difficult, students No. 3 and 4 from each group stand up and present, followed by students No. 5 and 4. Student No. 6 comes to supplement or improve; questions with strong reasoning or expansion are presented by students No. 5 and 6 of each group. Students' classroom presentations are conducted in groups, including blackboard performances, recitations, and exchanges. Teachers provide inspiration, guidance and guidance on key points, difficulties and error-prone points based on the problems found in the report and presentation.

(3) Timely feedback to promote the internalization of knowledge

Timely feedback is to provide students with easy-to-make mistakes, confusion, and omissions exposed in preview and demonstration classes. Monitor, provide feedback and correct difficult questions. Taking good feedback classes is not only conducive to refining knowledge, but also conducive to improving abilities. Teachers design exercises at different levels based on academic conditions. The ratio of basic knowledge, applied knowledge, comprehensive application and expanded knowledge is "721". The layered testing allows different levels to choose different questions. For example, students with poor grades can only complete For basic knowledge questions, students with excellent grades can also only complete comprehensive application and knowledge expansion questions so that students at different levels can improve. After the feedback is completed, students’ answers can be understood through student review, group leader approval, and teacher random inspection, etc., and timely feedback and correction can be achieved to achieve a leap from “learning” to “knowing how to learn”.

5. Gains and Thoughts

1. Changed the formulation of learning goals. In the past, the most common teaching objectives were "understand", "experience" and "comprehension", which are not very operational terms. Now, in the guidance plans written by our school's curriculum reform teachers, the learning objectives have become operational and detectable.

2. Solved the problem of writing tutorials. When teachers encounter problems during the experiment, they promptly provide feedback to the leadership group. Everyone discusses together and strives to find the best way to solve the problem. For example, in the early stage of curriculum reform, the most troublesome thing for all of us was how to write a teaching guide. After this issue was reported to the leadership group, a special meeting was held immediately. After discussion, the previous unreasonable writing model was changed, five new writing links were determined, and our school's own style was formed.

3. Solve the problem of group arrangement and division of labor among group members. After dividing the students into groups, the group members need to clarify their respective divisions of labor. Before the presentation class, the teacher assigns the content to be presented to each group, and the group leader assigns the topics to be presented to the appropriate students based on the learning status of the members of each group, as mentioned earlier.

4. It stimulates students’ enthusiasm for showing, students become active, and the classroom comes alive.

At the beginning of the curriculum reform, students were willing to present, but the number of exhibitors did not meet the expected requirements, so we tried every means to solve this problem. Methods such as distributing prizes and language evaluations were used to motivate students.

5. Correctly guide students to make appropriate evaluations. It is mainly the mutual evaluation between groups, students and students, and the teacher's evaluation of students. Stimulate learning motivation, induce learning interest, and then take the initiative to learn and improve academic performance.

6. Mid-term exam scores of the curriculum reform class (the comprehensive index of May 1 Chinese is 0.937, mathematics is 0.8152, and May 2 Chinese is 0.926 Mathematics is 0.8183, Chinese in May 3rd is 0.9319, Mathematics is 0.7805), the abilities of students in each class have been developed in a balanced manner, narrowing the previous large gap. Chinese language has basically eliminated students with learning difficulties, and the number of outstanding students in mathematics is significantly greater than the number of middle-class and underachieving students. Now, the students in our school's curriculum reform class have improved to a certain extent in terms of their study habits and study skills. For example, in Chinese classes, they can think about problems from different aspects, multiple angles, and multiple levels. They often have fierce arguments over an issue, and their speeches are often well-founded. In mathematics class, they have also accumulated some methods and techniques for presenting questions. Many students No. 3 and No. 4 have also had experience in presenting questions, and students No. 5 to No. 8 are even more fluent in presenting questions. In the classroom, students really become active and become the masters of the classroom. They dare to speak, practice and perform. At the same time, their self-learning ability, expression ability, organizational ability, cooperation awareness, innovation ability, etc. also improve. exercised and strengthened.

After more than a year of classroom teaching reform, the professional orientation of teachers is also developing from work-oriented teachers to learning-oriented and scientific research-oriented teachers. In the sixth grade review seminar held in the district, three teachers from our school gave demonstration lessons in mathematics and Chinese respectively, which were well received. In April, the Xiangyang District Teaching and Research Office held a district-wide curriculum reform seminar for Chinese and Mathematics subjects in our school. Four teachers from our school took demonstration classes, and more than 400 teachers from the district observed the demonstration classes. The district teaching and research office put our school’s The demonstration lesson CDs of four teachers were promoted throughout the district.

Of course, in the process of practical exploration, we still have a lot of confusion, which needs further study:

First, the new classroom teaching model does not pay attention to modern teaching methods. Completely replaced by display boards all around. This is not conducive to students' situational education and the cultivation of students' spatial thinking. Of course, the role of the display board is irreplaceable, but in the learning process, if a multimedia bowl can be used to coordinate the display, the effect will be better.

Second, the new teaching model does not pay attention to the inheritance of experience. In mathematics teaching, students will understand some good problem-solving methods faster through teachers' teaching. Some touching articles will make students more moved through the teacher's language. Therefore, when applying new teaching models, more consideration should be given to the role of teachers in teaching, so that teachers can play a more active role in correction, imitation, and demonstration.

In short, the curriculum reform in our school has achieved preliminary results. We should take this as an opportunity to identify existing problems while sorting out the research results of the previous stage. In the future work, we must be down-to-earth, be brave in practice, actively explore, sum up experience in a timely manner, carry forward advantages, overcome shortcomings, face difficulties, promote teaching reform in depth, and strive to bring our school's curriculum reform work to a new level.