How to strengthen the construction of district-level teaching and research teams and play the role of backbone teachers

At present, the education administration department requires school management to pay special attention to the construction of two teams, and the construction of the teaching and research team is one of them. The practice of school education and teaching management has proved that the teaching and research group plays a decisive role in school management and campus culture construction, and its role in promoting the development and reform of the school is also obvious. From school management, let us realize that the teaching and research group is the soil for teachers’ professional development, the base for teachers’ professional development training, and a platform for teachers’ professional development to display. Strengthening the construction of teaching and research groups is an important link in building a school's learning organization, and the quality of teaching and research group construction directly affects the overall teaching quality of the school. All levels in the urban area have accordingly issued the "Guiding Opinions on Strengthening the Construction of Teaching and Research Groups". Under the guidance of the "Opinions", our school continues to strengthen the construction of teaching and research groups and enhance the effective functions of the teaching and research groups.

1. Creating charming teaching and research team leaders and driving the professional development of teachers are the basic content of the construction of teaching and research teams.

“A good teaching and research team leader is a good teaching and research team.” In the process of teaching and research team building, the school first attaches importance to the construction of teaching and research team leaders, and strives to cultivate and build a team of excellent teaching and research team leaders. When selecting talents for teaching and research team leaders, the school positions itself on a certain basis, namely: teaching and research team leaders have unique personal charm, high professional level, certain cohesiveness, organizational appeal and guidance ability, etc. In the training of teaching and research team leaders, we adhere to the sustainable development strategy and promote the construction of teaching and research teams by creating expert and famous teacher-type teaching and research team leaders, and promote the development of teaching and research teams and the improvement of teachers' professional level. In several years of team building, the leader of the teaching and research group of our school has performed outstandingly in professional development and has improved his professional quality rapidly.

1. Rely on school-based training to promote the formation of the personality charm of the teaching and research team leader and the consolidation of the business foundation.

School-based training is the most common way to train teachers or a team in a school-based way. In each semester's school-based training, our school will arrange a section on the construction of teaching and research groups. School-based training on the construction of teaching and research groups with topics such as special teacher ethics reports, charming teaching and research team leader story-tellings, teaching and research team classroom teaching seminar ability demonstrations, and advanced teaching and research team experience exchanges have promoted the teaching and research team leaders’ sense of responsibility and role awareness, and also promoted the teaching and research team. The formation of long charisma. In the process of school-based training, the teaching and research team leader's ability to interpret texts, study teaching materials, and evaluate lectures has been continuously enhanced, and the business foundation has been consolidated.

2. Use off-campus training as a carrier to promote the professional development of teaching and research team leaders and the improvement of their “right to speak”.

Off-campus training is an effective extension and supplement of school-based training and plays an important role in the professional growth of teachers. In this process, the school puts the professional growth of the teaching and research team first. Teaching and research team leaders are the first to participate in various classroom teaching seminars, report meetings, and exchange activities at district, city and above levels, broadening their horizons and understanding new educational information through training activities. In May 2008, the school organized 12 teaching and research team leaders to go to Nanjing to participate in the "Modern and Classic Classroom Teaching Observation" activity. After participating in off-campus training, the team leaders reflected on their teaching work and used successful experiences for my own use, which enabled the teaching and research team leaders to continuously improve their own professional skills. While the professional level of the teaching and research team leader continues to improve, the awareness of professional authority among teachers is also constantly increasing. When teachers debate a certain issue with no results, the opinions of the teaching and research team leader can play a critical role and have a trustworthy role. "The right to speak".

3. Use special training as an opportunity to promote the improvement of management capabilities and optimization of work skills of teaching and research team leaders.

Based on the functional requirements of the teaching and research team leader, in addition to being good at teaching business, the teaching and research team leader should also have strong organizational and management capabilities, and must have certain skills and strategies in the process of carrying out work. . Regular management of the teaching and research team under the guidance of the school is an effective way to improve the management ability of the teaching and research team leader. Special training can help the teaching and research team leader grow up faster in a more systematic way.

Therefore, the school can take advantage of the opportunity of special training for teaching and research team leaders at all levels, select team leaders to participate in the training, pay attention to the content and effectiveness of their training, and guide them to use the training content in the management of their own groups in a timely manner. Last semester, four teaching and research team leaders participated in the subject teaching and research team leader training organized by the Wuhan Teachers Affairs Office. This semester, Shanghai Fanglue Training Institution entered our district and signed training plans and contracts with three schools. Our school has also successively selected team leaders to participate in the training activities of their teaching and research groups. Two training sessions have been organized and participated, and the team leaders who participated reported that they gained a lot.

2. Strengthening teaching process management and researching effective classroom teaching and improving the effectiveness of classroom teaching are key contents in the construction of teaching and research groups.

The functioning of the teaching and research group can promote the effective implementation of teaching management. The effectiveness of the construction of the teaching and research group can be seen from the implementation of various teaching procedures, the orderliness of teaching order, the discussion of collective lesson preparation, mutual listening and mutual evaluation, and the research of subject topics. In the process of management of the teaching and research group, we all deeply realized that "the classroom is the main channel for schools to implement quality education, and it is also the main position for students to acquire knowledge in school." Therefore, in addition to achieving the goals of regular teaching process management, the teaching and research group also considers "Research on the effectiveness of classroom teaching" is an important part of the self-construction process.

1. Do a good job in the routine management of the teaching and research group, promote the implementation of the teaching process and the orderliness of teaching routines.

Under the organization of the school's teaching management department, it is one of the basic functions of the teaching and research group to inspect and implement the regular teaching process work of the group members such as preparation, teaching, correction, guidance, analysis, etc. and to complete various teaching tasks. . The Academic Affairs Office of the school requires the leaders of each teaching and research team to conduct inspections once a week, sign and stamp the team members’ documents, and fill in the registration form in the record book issued by the Academic Affairs Office. In this way, the team leader has a clear understanding of the "quantitative" implementation of the teaching process of the teachers in this group, and can also control the overall progress of the teaching and research group's work. During monthly spot checks, the Academic Affairs Office not only pays attention to the inspections of the teaching and research team leaders, but also pays attention to the "quality" of individual teachers' teaching process work, and provides timely guidance. After the mid-term and final process inspections, carefully summarize and analyze the teaching routines of the teaching and research group and individual teachers, report them at the teacher conference, promote good practices, point out deficiencies and make reasonable suggestions. Use this method to supervise and encourage each teaching and research group to perform its own functions, strengthen the construction of teaching and research groups, and ensure the orderliness of teaching routines.

2. The teaching and research team prepares lessons collectively to lay the foundation for effective classrooms.

Lesson preparation is the most basic link in school teaching process management. Preparing lessons well is also a prerequisite for taking good lessons. Whether the preparation work (lesson preparation) before classroom teaching is sufficient or not directly affects the quality of teaching. Therefore, collective lesson preparation is one of the important parts of the work of the teaching and research group.

The "collective lesson preparation" carried out by our school a few years ago mainly focused on preparing lesson content. We worked hard on "preparation". The leader of the teaching and research team decided in advance the time, content, and speaker, and required the speaker to fully study the teaching materials. Draw up a teaching design on the basis of the class. The design should be comprehensive. Analyze the key points, difficulties, doubts (easy to confuse and make mistakes), and intersections (connections between previous and previous knowledge) during the class. Other team members collect information related to the class. When preparing lessons collectively, the group leader also asked everyone to combine it with the topics in the group and be able to specifically solve a certain problem. After collective lesson preparation, practice the class, follow up on the lectures, and then focus on reflection and review whether the design of the teaching process and the teaching methods adopted during the collective lesson preparation of the teaching and research group are reasonable, etc., and then enter the classroom practice after discussion.

On the basis of collective lesson preparation in a single class period, our teaching and research group has formed a corresponding model and accumulated valuable experience. This semester, our school guided the teaching and research group to prepare lessons for the trial unit as a whole, and formed a certain operating process. During the implementation process, the teaching and research group strictly followed the process. The specific process is divided into three stages:

The first step : Preparation stage.

It is divided into three links: the teaching and research (lesson preparation) team leader coordinates the division of labor and determines the main and backup person of the unit ------- Collective preliminary study of the key and difficult points of the unit and the breakdown of the class hours ------ main and backup person People prepare teaching plans based on course standards and discussion suggestions.

There are two main requirements for the first stage: First, the lead preparer must independently study the teaching materials in depth, conduct a comprehensive analysis of the characteristics of the teaching materials, key and difficult teaching points, class breakdown and other contents of this unit, and complete the class Based on the teaching design, a preliminary seminar text is formed two or three days before the collective lesson preparation stage is implemented, and distributed to the participating members of the group for reading. Second, the participants put forward preliminary personal revision opinions on the text based on individual study and accumulate materials for centralized discussion.

The second step: implementation phase.

It is divided into four links: the lead preparer interprets the unit lesson preparation, the participating preparers discuss and exchange revision opinions-----the lead preparer organizes and improves the lesson preparation to form a unified classroom teaching text -------Implement the teaching design developed through collective discussion after personal modification in the classroom-----Combined with the class academic situation and the teacher's personal teaching style, write personalized modification opinions in classroom practice

The main requirements of this stage are three aspects: First, the preparer’s interpretation of the lesson preparation, not the reading, should allow the participants to have the clearest understanding of the text presented in the shortest possible time. Second, before the intensive seminar, the participants must analyze the teaching materials in depth, read the teaching design text provided by the preparer, and have their own unique knowledge and understanding to be fully prepared for the intensive seminar. Third, although the final text is a unified text, there will be differences in the classroom implementation process, which requires teachers in the classroom to put forward personalized modifications for more effective classroom teaching.

The third step: summary stage.

Divided into three links: communicating the implementation process of classroom teaching, putting forward personalized modification opinions------discussing modifications and additions------forming teaching reflection

The third stage must meet two requirements: First, the lead preparer carefully organizes based on comprehensive opinions to form a more reasonable unit group analysis and class teaching design. Individual links can absorb different teaching methods from different teachers to form a preparer. The results will be provided to the next round of teaching teachers for reference. Second, before the end of each semester, the teaching and research team (lesson preparation team) must submit the lesson preparation and research results of each unit of this grade to the Academic Affairs Office for storage in the form of written texts and electronic texts.

In short, whether it is a single class period or a group lesson preparation for a unit, we strive to prepare for the well organized and implemented classroom teaching through concentrated "preparation".

3. Strengthen the teaching and research group’s classroom teaching discussions to promote the improvement of the quality of the forty-minute class and the improvement of teachers’ teaching skills.

Just because the class is well prepared does not mean that the class is well attended. Teachers' control and control of classroom teaching, teaching skills and art 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 to verify its feasibility and effectiveness. Our school uses multiple mutual listening and evaluation activities to test, continuously adjust and optimize the teaching design. of. After such repeated discussions and revisions, the cultivation of students' thinking ability, comprehensive analysis ability and comprehensive application of knowledge in the classroom has been strengthened, and the effect of classroom teaching has been significantly enhanced.

There are three methods of classroom teaching discussion in our school: mutual listening and evaluation within the group, school-level observation and evaluation, and lesson observation and evaluation. The first type, mutual listening and evaluation within the group is a well-known method, and it is also a more common form of teaching discussion in schools. It is limited to members of the group discussing the teaching content in this textbook or the developed school-based content. .

The second method, school-level observation and evaluation, is a subject discussion activity arranged by the school's Academic Affairs Office. The form is: concentrated observation of classroom teaching demonstrations provided by a certain teaching and research group - the teaching teacher lectures - other teachers evaluate the class. At the beginning of each semester, the Academic Affairs Office draws up research plans for different subjects in different years and marks them on the school work calendar. The teaching and research team implements them according to the plan during the teaching management process. Such subject classroom teaching seminar activities allow teachers to have a clearer understanding of the focus and teaching rules of this subject teaching, and pay attention to the connection between teaching in different years. It also promotes exchanges between teaching and research groups and teachers, and also serves as a team focus. Opportunities to demonstrate seminar results and personal teaching skills.

In the process of evaluation, based on the standards, attention is paid to the accumulation and performance of the teaching and research group's daily work. The self-evaluation of the teaching and research team, the mutual evaluation and recommendation of the teaching and research team leader, and the comprehensive evaluation of the school reflect the principles of democratic centralism and fairness and equity.

The school will arrange for the selected advanced teaching and research groups to display the construction status at the all-teachers conference, and provide the typical experiences of outstanding teaching and research groups for everyone to learn from. And recommend the best teaching and research groups to participate in district-level and municipal-level evaluations. This year, our school's low-level mathematics group and sixth-grade Chinese group passed the selection and participated in the district's "Top Ten (Advanced)" Advanced Teaching and Research Group (Team Leader) competition. This is an opportunity and an honor. Our school will also conduct further research and attempts in promoting the construction of teaching and research groups.

Our school’s teaching and research team has enhanced its cohesion through its own construction, promoted the professional development of teachers within the team, improved teaching skills, and ultimately achieved the goal of enhancing teaching effectiveness. There is no end to learning and learning, and there is no end to teaching. We will fully mobilize the team building of the teaching and research group, give full play to the team function of the teaching and research group, devote ourselves to the professional development of teachers, let teachers indulge in classroom teaching research, and cultivate a large number of excellent teachers.