How to write a summary of school aid work

How to write five summaries of school assistance work

Inadvertently, the help work has come to an end. What achievements are worth sharing in retrospect? The following is a summary of the school assistance work I have carefully arranged for you, hoping to help you.

How to write a summary of school assistance work (1) I. Specific assistance measures

1, strengthen ideological education

Many students with learning difficulties often feel inferior when they get along with their classmates, so we should help them overcome their inferiority complex and build their self-confidence. If you think it is difficult to build self-confidence from the main subject, you can start from the minor subject. I often talk to helpers, once a week on average and once a month after the monthly exam to help students build up their confidence that they can learn well and make progress.

2. Strengthen the degree of attention

In the usual teaching, pay more attention to this student, be diligent in observation, discovery, praise and correction, give him positive guidance and necessary counseling, and encourage students' progress. Always contact the class teacher and the classroom teacher, pay close attention to the progress of the students and record it.

Step 3 Develop study habits

(1) Preparation before class

Prepare school supplies for the next day or preparation for the next class every day. Before class, let the students read the textbook, find out the problems, find out the knowledge points, key points and difficulties reserved by the teacher, and summarize them by themselves. At first, you can relax the requirements, as long as you complete some of them, step by step.

② Class link

First of all, we should tell the student to enter the classroom full of energy, put aside all things that have nothing to do with the content of the classroom, listen carefully, think while listening, take notes while remembering, and form a good habit of using both hands and brain. It is very difficult for students to get started, but students should be encouraged to stick to it, even if they only remember one or two points in a class, it is the result of learning.

③ Practice link

Classroom exercises should be taken seriously. If you can't, you can ask the group members to help you solve it. If you don't understand, ask instead of pretending to understand, but you can't forget. Of course, the problem can be let go. After-class exercises mean that homework should be done carefully and on time, with a strong sense of time and no procrastination. It is best to do it independently and never copy homework.

4. Encourage students to help.

Help students with learning difficulties by encouraging outstanding students in the group. The contact time between teachers and students is always shorter than that between students, so we should help students with learning difficulties and let excellent students help them more in their usual study. At the same time, we can learn a lot about students with learning difficulties from these students.

Second, sum up experience.

1, care for underachievers.

Any student and anyone has advantages and disadvantages. The advantages of gifted students are obvious, while the disadvantages of underachievers are easy to find, but they are not their advantages. This phenomenon is not conducive to students' progress. As teachers, we should respect them, try our best to find their bright spots, love them, love them is concrete, permeate our words and deeds to students, and slowly move and influence them. Students should be viewed from the perspective of development: the poor student's today is better than his yesterday, even if it is not, he should believe that his tomorrow will be better than today. Although they have shortcomings, they also know that love is more needed. Underachievers are also children, and disgust and scolding will only be counterproductive. They should enjoy the same equality and democracy as other students, and they should also enjoy the love that excellent students get from their teachers.

2, caring for underachievers, really moving people with emotion:

(1) To be "sincere", teachers should not have the slightest hypocrisy and deception. Once students find "falsehood", everything the teacher does will be regarded as "performance", because they lack the ability to distinguish, they will say, "The teacher is telling us, but it's not like that." It turned out to be true or false.

(2) Being "accepted" refers to feeling all kinds of psychological expressions and opinions of underachievers in the learning process, such as fear, hesitation, satisfaction, indifference, wrong ideas and accusations. Trust underachievers and encourage them to discuss freely.

(3) Understanding, that is, seeing things through students' eyes. As the saying goes, external factors play a role through internal factors, and educators' deep care for underachievers will surely make them realize the transformation to "self-learning and self-management".

3. Understand the actual situation of students in all aspects.

To do a good job in the transformation of underachievers, we must fully investigate and understand students and their various situations. This is the basis for a good transformation. We should approach them with confidence, become students' real "friends" and "intimate friends", and further carefully analyze the reasons why the underachievers fall behind.

In a word, the improvement of a student's ideological consciousness, the formation of moral behavior and the achievement of academic achievements are inseparable from the teachers' usual care and love, and they should persistently devote themselves to the transformation of underachievers. Today, with the implementation of quality education, we should renew our concepts, explore new educational methods, and strive to transform underachievers.

I have taught Chinese for three years this semester. Therefore, according to the learning characteristics of some students in my subject, I identified Sun Xuanbo and other students as students with learning difficulties in my subject. I put the emphasis of assistance on the counseling of students with learning difficulties, and selected students who really have difficulties in learning and often fail exams as the objects of assistance, and formulated a detailed assistance plan. With the patient and meticulous help of the teachers, the students.

1. Understand the students with learning difficulties and establish a harmonious relationship between teachers and students.

Care and care for underachievers. This is an important prerequisite for doing well the ideological work of students with learning difficulties, and caring for students with learning difficulties is the golden key to open the hearts of future generations. Students with learning difficulties need warmth, trust and love more, so education should pay attention to art, be strict with love, patiently help them improve their ideological understanding, and not treat them as underachievers. Any underachiever can find a bright spot, establish a belief in his own shortcomings, and ignite three fires in his heart with passionate love: self-confidence, self-esteem and self-motivation.

2. Pay attention to the emotional communication with students with learning difficulties inside and outside class.

A new beginning of the class. Every successful class has a good start. The main task at the beginning of class is to make students' attention firm at the beginning of teaching. The main methods are innovative, eclectic and appropriate in length.

3. Optimize the classroom and stimulate interest.

Flexible teaching methods are adopted to make students use them in learning and doing, thus stimulating interest, actively learning and improving efficiency. Poor students are often afraid to speak because they are shy, so I try to ask them questions with moderate difficulty; In this way, the habit of students with learning difficulties is gradually developed. After a semester's study, the students with learning difficulties have greatly strengthened their sense of participation, eliminated their fear and been able to study in a harmonious and relaxed atmosphere.

4. Make plans and set goals.

Students are interested in learning mathematics and help them make a study plan. Due to the poor foundation, they are urged to review and consolidate in time after class. An important reason for poor students' poor study is that they have no goals. On the basis of a comprehensive understanding of each student with learning difficulties, I have set short-term and long-term learning goals for them, so that they can often achieve their goals, try the joy of success and stimulate their learning motivation.

5. Help each other between classmates.

It has not only achieved good results, but also strengthened the relationship between students. This will help to cultivate a good attitude of poor students.

In a word, teaching is a science and attending classes is an art. It is even more difficult to teach well and make sure that every student can get good grades. However, as teachers, we have the responsibility to teach each student well and help each student realize his own life value. It is imperative and necessary to transform students with learning difficulties in mathematics. The above is my practice and experience. Let me talk about it with you. I also hope that every teacher can pay attention to poor students and transform more students with learning difficulties. This is also the key to grasp the whole teaching. Students with learning difficulties have their own personalities and personalities. Starting from the reality of each student with learning difficulties, we should adopt vivid and flexible educational methods, teach students in accordance with their aptitude and guide them to grow up healthily.

In recent years, according to the spirit of the State Council's "Decision on the Reform and Development of Basic Education" and "Decision on Further Strengthening Rural Education", according to the unified assistance plan formulated by the County Education Bureau, combined with the current situation and reality of local education, we started the assistance work for weak rural schools. Over the past 20 years, we have continued to be pragmatic, carefully organized and implemented, and strived to promote the standardized and institutionalized operation of pairing assistance.

First, attach great importance to the formulation of work plans and implementation plans.

According to the document requirements of the county education bureau, our school quickly set up a leading group for pairing assistance for weak schools, worked out plans, defined tasks, and ensured the smooth implementation of pairing assistance. According to the "20__ year pairing assistance plan", the schools responsible for pairing assistance in our school are __X central school and __X township primary school.

The second is to create an atmosphere and actively do a good job in pairing assistance.

It is an arduous educational project to carry out pairing assistance and strengthen the construction of weak schools. In order to vigorously publicize and promote this work, first, intensify publicity, hold school leadership meetings and faculty meetings in time, and publicize the far-reaching significance of pairing assistance; The second is to encourage young and middle-aged backbone teachers to pair up to help schools engage in teaching work, and link teaching with job evaluation and promotion; The third is to organize teachers to help schools to carry out educational, teaching, research and exchange activities regularly.

Three. Enjoy resources and promote mutual improvement.

As the only complete middle school in two villages and towns in mountainous areas, the teaching and research conditions of our school are definitely better than those of our brother schools. Therefore, we set up the __X film teaching and research association in time to take the initiative to undertake the teaching and research work of this film. We also actively support the training of township teachers and provide venues and equipment as much as possible. Because our teachers have many opportunities to go out for training and study and bring back advanced educational concepts or teaching methods, we always take the initiative to communicate with helping schools. We will always try our best to help the school carry out office work and experiments. Through pairing assistance, we have gained a lot: First, both sides have new school-running ideas and clear school-running goals. Second, the spirit of hard work, self-improvement and dedication of teaching teachers in remote schools has been promoted and sublimated. Third, the enthusiasm of the students in trouble is rendered. Fourth, it has enjoyed limited high-quality educational resources, which has promoted the further deepening of the reform of the education and personnel system and the balanced development of rural basic education. Fifth, the teaching and material support received by the aided schools has improved the conditions for running schools and enhanced the development potential.

Fourth, strengthen contacts and establish a stable exchange visit mechanism.

In order to strengthen ties and promote mutual cooperation, we have also established a stable exchange visit mechanism. First, leaders exchange visits, keep abreast of the implementation of the assistance work, determine the priorities of the next stage of work, and coordinate with each other to ensure the smooth development of the assistance work. Second, teachers exchange visits and carry out teaching and research activities. It mainly takes open classes, demonstration classes and lectures as carriers to improve the application ability of helping school teachers in practical teaching. Third, students exchange visits. Organize our students to establish "hand in hand" mutual learning activities with students from aided schools. Encourage students to donate money and materials so that poor students and students with learning difficulties in aided schools can get spiritual, material and academic help. So as to achieve the goal of * * * and progress.

In a word, it is a fundamental strategic move to carry out educational reform and pairing assistance. In the future work, we will continue to proceed from reality and pay attention to actual results, so that the two sides can achieve the goal of mutual promotion, * * * improvement and * * * sharing of high-quality resources, and make due contributions to gradually changing the conditions for running weak schools in rural areas and realizing the balanced development of urban and rural basic education.

In order to actively respond to the call of provincial and municipal education administrative departments to further strengthen the pairing assistance between urban schools and rural schools, our school has twinned with xx schools. In our work, we persist in seeking truth from facts, pioneering and innovating, carefully studying, carefully organizing and carefully implementing pairing assistance. It makes our school shorten the gap between urban and rural areas in teaching concepts and teaching methods. The work is summarized as follows:

First, attach great importance to it and make strict arrangements.

Pairing assistance between urban and rural areas is an important measure to coordinate the development of urban and rural education, optimize the allocation of teachers' resources and solve the problem of weak rural teachers. It is of strategic significance to improve the quality of education in our school and promote the balanced development of compulsory education. School leaders attached great importance to the work of pairing assistance, and this activity was carried out orderly and effectively from beginning to end.

Secondly, carrying out various activities has brought vitality to the education and teaching of our school.

At the school work meeting, the principal explained the significance of pairing assistance to teachers many times. Therefore, in the process of being helped, we learn modestly, face it sincerely, change our hearts with each other, and promote action with emotion. In our work, we should actively strengthen contacts and establish a stable exchange and visit mechanism to improve the efficiency of running our school.

1, exchange visits between leaders, and update the concept of running a school. At the beginning of the semester, the leaders of the two schools exchanged views on the development plan and work plan of the new semester, and conducted in-depth discussions on school education management, teaching research, education and scientific research. Understand the implementation of the assistance work, * * business school development plan, determine the focus of work, coordinate with each other, formulate the assistance implementation plan, and ensure the smooth development of the assistance work.

Teachers visit each other and learn from each other. Since the activity, our school has sent excellent teachers to xx school to guide practical teaching. Through teaching and research activities and special lectures, we can learn from each other's strong points and improve the classroom teaching effect in our school.

3, teaching demonstration, improve ability. In September 2008, under the attention of the leaders in charge and the leaders of xx school, we led the backbone teachers of Chinese and mathematics to give four demonstration classes for the teachers and students of xx school. Simple and novel classroom teaching design, exquisite teaching art, brand-new teaching concept and good teaching effect have benefited teachers a lot. It has effectively improved the application ability of teachers in our school in practical teaching.

4, network communication, friendship lasts forever. Through more than a year of mutual understanding, we have established a good friendship between our two schools and teachers, and exchanged teaching information and teaching methods through the network platform to solve doubts and difficulties, which has improved and developed our teachers' teaching concepts, teaching methods and teachers' psychology.

Third, strengthen study and make continuous progress.

Pairing assistance is a very good move. Through pairing assistance, we have achieved fruitful results for our aided schools. Leaders have a new idea and a clearer goal of running a school, which not only improves the quality of running a school, but also enhances the professional quality of teachers in our school and wins a broader space for the further development of xx school. In the work of pairing assistance, the leaders and teachers of xx school paid, but what xx school gained was love, knowledge, experience, unity, friendship and understanding. ...

In the future work, we will actively pass on our excellent school-running methods to our brother schools with the help of the east wind of helping activities, and make efforts to realize the balanced development of urban and rural basic education.

How to write a summary of school assistance (Chapter 5) Helping students with learning difficulties is an important part of class work and the key for class teachers to do well in class work. Students with learning difficulties are the key counseling objects of teachers, and counseling should be timely, comprehensive and persistent. The formation process of students with learning difficulties determines that the transformation work must be persistent.

In recent years, the research on how to transform students with learning difficulties has become an important part of school teaching quality management. After entering the third grade, with the deepening of teaching materials, the two-level differentiation of students is becoming more and more serious. Paying attention to and transforming students with learning difficulties has become the top priority of the graduating class of grade three. In order to implement quality education and make every student develop comprehensively and actively, our school has taken various measures to transform students with learning difficulties, effectively controlled the number of students with learning difficulties, and made some efforts to improve the teaching quality in an all-round way and implement the spirit of curriculum reform. The summary is as follows:

We believe that to transform students with learning difficulties, we must analyze the attribution of students with learning difficulties. Only by fully understanding the causes of students with learning difficulties can we adopt correct methods and ways and get twice the result with half the effort. In order to understand and transform the students with learning difficulties, the school guidance office lists the students with learning difficulties according to their grades, and based on their data, establishes a junior three student portfolio, which records the family background, learning status and comprehensive evaluation of each student with learning difficulties. According to the causes, it can be roughly divided into four categories: attitude, behavior, habit and foundation. Give corresponding education and teaching measures to different types of class teachers and teachers with learning difficulties to help them make progress.

In the educational transformation of students with learning difficulties, we pay special attention to their good aspects and constantly enlarge their "bright spots" and pay attention to protecting their interest in learning. Adhere to the principle of giving priority to positive education and combining praise with criticism. Therefore, we should be good at discovering, excavating and amplifying their bright spots, such as vigorously carrying out successful education and holding hierarchical subject competitions to increase students' chances of success and stimulate their interest in learning.

As long as a person experiences the joy of success once, it will arouse countless efforts to pursue success, and it is also true for students with learning difficulties. The joy of success is the driving force for their transformation. We regularly publicize successful cases of transformation of students with learning difficulties to stimulate their enthusiasm for learning. When students with learning difficulties see their classmates who are similar to themselves praised, their hearts will shake and arouse their desire for self-esteem, self-respect and self-improvement, so as to embark on the road of success.

Most students with learning difficulties have serious learning inertia, lack initiative in learning and fail to develop good study habits. Therefore, it is necessary for students with learning difficulties to define their learning objectives, correct their learning attitudes, strengthen their learning will and form good study habits. The school requires teachers to pay attention to the learning habits and attitudes of students with learning difficulties in class, urge teachers to check the completion of students with learning difficulties, give timely help after class, and seize the highlights to give timely encouragement and affirmation. At the same time, in order to provide more scientific and suitable learning methods for students with learning difficulties, students' meetings in different classes are held, and teachers put forward different requirements and hopes according to the actual situation of students. At the same time, students are issued with the responsibility book of stage goals, so that students can establish learning goals at different stages in combination with their learning reality, and promote tasks and learning progress with goals. The guidance office insists on giving weekly guidance to students with learning difficulties to promote the change of students' learning style.

Hierarchical activities can more effectively realize the concept of developing every student. If it is an ideal ultimate goal to let every student develop, then it is undoubtedly the first step we should take to make every class develop. The practice of hierarchical activities makes us deeply realize that students' interest and motivation in learning are closely related to their success in learning, and hierarchical activities are an important way to help students experience success. The school fully expands the hierarchical activities and conducts hierarchical student meetings (school level, grade level and class level). According to the learning level of different students,

A multi-level academic competition was launched to encourage students at all levels to compete fairly. Its participants are no longer limited to top students, but all students with poor grades can participate in the competition, and everyone has a chance to succeed, thus achieving the goal of everyone's development. In terms of homework, teachers of all subjects designed basic homework and layered homework according to the students' actual situation, taking layered arrangement and layered achievement as the breakthrough, which improved the pertinence and effectiveness of homework. For students with learning difficulties, increase the proportion of basic questions, strengthen basic training, improve the pass rate, and ensure learning interest and enthusiasm.

The traditional view of teaching evaluation is based on scores, and the quality of teaching is evaluated according to scores or grades. If measured by this scale, some students with learning difficulties will never reach the standard of excellent grades. This evaluation method is not conducive to developing students' potential, improving students' physical and psychological quality, and is not suitable for students' all-round development. Teachers are changing their teaching views and measuring the progress of students with learning difficulties so that they can compare with themselves and with yesterday. Allow students to repeat, fully trust their intelligence and ability, and pay attention to comparing their current grades with their original ones when evaluating their academic performance, which is conducive to their healthy psychological development, promote their transformation as soon as possible and make new progress.