Dulangkou high school

You can't generalize everything, but analyze it in detail! There must be successful examples and lessons of failure! To learn from them, we must absorb and use them critically and combine them with our own reality!

For reference only:

1. Is the classroom teaching mode reform of Dulangkou Middle School successful?

1, enrollment rate and academic burden

Positive opinion

(1) "The increase of enrollment rate" is the golden signboard of the successful education reform in Dulangkou Middle School. you

⑵ Dulangkou Middle School has really found a good way, that is, the "336" classroom teaching mode.

⑶ Dulangkou Middle School has achieved "0 homework", which has solved the problem of heavy schoolwork burden in primary and secondary schools that has long plagued our basic education. Students can achieve their teaching goals independently in class, which is the greatest success of "Dulangkou Middle School Teaching Reform".

Objection:

(1) The exam-oriented education in Dulangkou Middle School has a strong color, and the improvement of the enrollment rate is largely due to the traditional method of "students go to bed late and get up early, with eight classes a day, as well as self-study in the morning and self-study in the evening, adding up to more than ten classes". During the break, the teacher should ask questions, dictate and make-up exams for the students. "

⑵ It is not advisable to increase students' study time and training volume. The truly successful mode of quality education should not be "Dulangkou Middle School Teaching Reform Mode".

⑶ The "0 homework" in Dulangkou Middle School is not a real "0 homework". In essence, Dulangkou Middle School has not reduced students' learning burden. We believe that the problem of "lack of sleep" among primary and secondary school students still exists in Dulangkou Middle School.

Analysis and thinking

As a school, we should pursue the enrollment rate, and the higher the enrollment rate, the better, but we must not pursue it unilaterally, let alone at the expense of students' physical and mental health. Examination and enrollment rate are unavoidable problems in any school, and they are also unavoidable rocks for implementing quality education and implementing the concept of new curriculum reform. As teachers, we admit that "overtime" and "sea tactics" are still the most widely used methods to deal with the popularization of basic education examinations in China. Why? It is because this way teachers save the least effort (not students) and the exam-taking effect is the best, because there is no alternative, operable and easy-to-popularize good method. What is a "truly successful quality education model"? I'm afraid it's still difficult for people to answer at present. Successful attempts at the practical level are rare, and many "excellent experiences" often only blossom without results, or it is easier said than done. Dulangkou Middle School, like other rural middle schools, not only created the "Shenzhen speed" to improve the enrollment rate, but also created the teaching method of "taking students as the center and doing everything by themselves", which is qualitatively different from our traditional teaching method of "teachers overstepping their authority and the teaching effect is low".

However, the study time of students in Dulangkou Middle School does not seem to meet the requirements of quality education. They should give students more free time to spend, explore the ideas of quality education and new curriculum reform, and improve the current "extensive" opening model to make it more scientific and systematic.

2. Open classroom and teacher-led problems.

Positive opinion

⑴ The "open classroom" in Dulangkou Middle School is divided into three modules, with different characteristics in preview, presentation and feedback, with the word "dynamic" as the core; The classroom is a "supermarket" style. Students are on the podium, students are in front of the blackboard, and even the floor is where students write on the blackboard. The students in Dulangkou Middle School speak boldly, are very confident and concentrate on their studies. This thorough "opening" is conducive to improving students' ability and sustainable development.

⑵ It is refreshing to see the classroom teaching in Dulangkou Middle School. Its "newness" lies in the classroom teaching methods and links. The students are scrambling to speak, and the scene of arguing with each other is enviable. It is incredible that the teacher hardly gives lectures in class.

⑶ The leading kung fu of teachers in Dulangkou Middle School is mainly reflected in the planning, guidance and understanding of the preview class, the organization, accuracy and difficulty relief of the presentation class, and the rectification, integration and summary of the feedback class, not in whether the lecture is wonderful, in place, thorough and clear.

(4) There are differences in experience, knowledge level and understanding ability between teachers and students. Teachers' appreciation level needs students to appreciate, and teachers' perception ability needs students to feel, which deepens the difficulty of imparting knowledge and improves students' learning goals. Students' understanding level is even higher than their own, which makes the content taught, the training they choose and the way they adopt divorced from the actual cognitive ability and physical and mental characteristics of most teenagers, thus increasing the learning pressure of students, not only failing to achieve the quality of teaching results.

dissenting opinion

(1) Although the students are moving, some links have the performance of "herding sheep", which gives people a noisy feeling; Classroom efficiency is so low that we can deal with more problems in one class than they do in three classes. This model of Dulangkou Middle School can be used in review classes, training classes, activity classes or subjects that don't require students to understand, but I'm afraid it can't be used in new courses and subjects that require students to understand.

⑵ "Teachers take the lead, students take the lead", the leading role of Dulangkou Middle School teachers is weakened, the "depth" of the demonstration class is not enough, and teachers' teaching ability is limited, such as the classroom regulation is not timely, the action is not effective, and teachers' comments and knowledge deepening are not hard enough.

⑶ From the scene, students' autonomous learning only involves simple knowledge such as "characters and words", and most of the answers on the blackboard come from "teaching reference books", and students' original "things" are few; Teachers must explain and analyze what needs to be understood and improved. Low-level "student autonomy" can only improve low-level ability.

(4) Middle school students' English listening and speaking ability is very important. It is not enough for students to dare to say and do. Without the guidance of teachers and the dialogue between teachers and students, it is difficult for students to improve their listening and speaking ability. Our English teacher can't understand the foreign language spoken by students in Dulangkou Middle School, which shows that there is something wrong with their listening and speaking ability training. Judging from the classroom scene of Dulangkou Middle School, students only tell students themselves, and other students don't understand. Students who give lectures have no ability to supervise other students regardless of whether they ask or not. It is not as good as those teachers who can ask questions and repeat them until the expected results are achieved. There is not much new knowledge in learning English in one class, so we need to ask many questions about what we have learned before, so as to know the students' knowledge in time, which requires teachers' keen observation. We don't think the Dulangkou model is suitable for English subjects.

Analysis and thinking

⑴ This part is the most heated discussion place for teachers, which proves that teachers are more concerned about the status of teachers and students and classroom operation skills. We can't simply assert that those in favor are right and those against are wrong. Teaching and learning are dialectical unity and cannot be neglected. Only by combining teachers' leading with students' main body can we produce active and effective teaching activities. "Student-oriented" is based on the leading role of teachers, and "teacher-oriented" is also based on students' subjective status. Teacher-led is a necessary condition for students to give full play to their subjective role, and the development of students' subjectivity is the natural result of teacher-led role. Practice has proved that any viewpoint and practice that separates and opposes the dialectical unity relationship between teachers' teaching and students' learning and moves towards one-sidedness and extremes is contrary to the law of mutual influence and dialectical unity between teaching and learning.

⑵ If we carefully taste the teachers' worries, we will find that: First, we are worried that knowledge will be left out and students' understanding will not meet the requirements, but in essence we are still afraid of the reduction of test scores; Second, teachers are worried about students' ability and level. In the final analysis, I still don't trust students. Why can Dulangkou Middle School achieve the improvement of "test scores" in the "open classroom"? This is about the factors that affect the efficiency of classroom teaching. Based on the theory of Bloom and Carroll, we can draw a conclusion that the main factors that affect the efficiency of classroom teaching are students' factors, namely, students' enthusiasm and initiative in learning, students' opportunities to participate in learning, and students' cognitive premise (knowledge base and intelligence level). The teacher factor is only an indirect factor that leads to the change of teaching efficiency. In this sense, the quality of the teaching process depends on whether it meets the needs of each student to the greatest extent. Dulangkou Middle School has upgraded the preview course to an unprecedented position, giving students time and space for autonomous learning, allowing students to solve most solvable problems through "autonomy" and "group cooperation", build a preliminary knowledge structure, and find and propose problems that need teachers' guidance, analysis and promotion; Through the communication with many groups of students, the teacher fully understood the students, made clear the students' doubts and "points" that need improvement, thus laying the foundation and finding the method for "really implementing the problem of teaching or not". Teaching focuses on "learning" and "teaching" should be subordinate to "learning". "Let students observe what they can observe; What can make students think should make students think; Let students do what they can; Let the students do what they can; Let students draw their own conclusions is the idea advocated by the new curriculum reform.

3. Teaching reform and "10+35" teaching mode.

Positive opinion

(1) The students in Dulangkou Middle School are no longer uniform, but each has its own division of labor and learning methods; As a rural middle school, they are not stiff, shy and afraid, but very confident and lively, whether they are acting, singing, reading or reciting. Students "I participate, I am happy, I am confident, I grow", which is the goal pursued by life education.

⑵ The reform of Dulangkou Middle School conforms to the requirements of the new curriculum reform, because it conforms to "two changes": teachers' teaching methods change from "indoctrination teaching" to "inquiry teaching"; Students' learning style has changed from "receptive learning" to "research learning".

⑶ "10+35", in a 45-minute class, the teacher tries to reduce the statement of knowledge language or textbook content, return the class to the students, and the students learn through participation, which is a qualitative change in teaching philosophy.

dissenting opinion

⑴ The classroom model of Dulangkou Middle School is good at "moving". They advocate that "if students move, the classroom will be alive and the effect will be better", but "moving" should be positive thinking, not running around. Some students are standing and squatting, while others are standing on stools. Is this a show on purpose? Or a major reform in the classroom? Dulangkou Middle School is either a model of educational reform or a model of nonsense. We still need to wait patiently.

(2) The rigid stipulation of "10+35" is unscientific, and the classroom model is exactly the same, with a formalistic tendency; There is no fixed method for teaching. Just say what needs to be said and do what needs to be done. Why are "10+35" and "0+45" specified? Will this method inhibit the creativity of teachers? Will it affect the professional development of teachers? Many successful teaching reform experiences have famous teachers, but why not Dulangkou Middle School? Does this have anything to do with their way?

Analysis and thinking:

Realizing the fundamental change of students' learning style is a remarkable symbol of the implementation of the new curriculum. In the classroom, we should actively advocate independent, cooperative and inquiry learning methods to promote students' active and personalized learning under the guidance of teachers. Traditional classroom, teachers teach and students learn; The teacher asked and the students answered; Teachers give and students accept. How much to teach, how much to learn, how to teach, how to learn, not to teach, not to learn. "Learning" is unconditionally subordinate to "teaching", and teaching has changed from one body to one, and the initiative, independence and creativity of learning have lost, and teaching has also gone to its opposite, eventually becoming a "force" to curb learning. In the new curriculum classroom, teaching is a process of teacher-student interaction, student-student interaction and * * * development. Teachers should be the guides of students' autonomy, cooperation and inquiry learning. Dulangkou Middle School has changed the original paddy field classroom organization form, turned the teacher's "centralized teaching" into the student's "representative home", and used the "336" classroom model to "train students' thinking, develop students' intelligence, cultivate students' ability, promote people's all-round development, and lay a solid foundation for students' lifelong sustainable development", and attached importance to students' independent learning, group cooperative learning and inquiry learning. Although the effectiveness of its teaching needs to be further improved, the fact that "any revision is progress (English) Darwin", the substantial improvement of teaching results and the classroom mode of "freedom, autonomy and self-study" of students all prove that the teaching reform of Dulangkou Middle School is a successful reform and is indeed a "successful major model of rural teaching reform".

Second, why is the educational reform in Dulangkou Middle School successful? What does it give us?

1, Jedi counterattack and are good at learning.

Teachers' opinions

(1) Dulangkou Middle School is a rural middle school located in an underdeveloped area, with "poor teaching facilities", very weak teachers, poor students and weak foundation, and has reached the edge of being merged. In this helpless situation, the school leaders "have to be a living horse doctor" and leave it to the dead. They took root in the local area, adapted to local conditions, and were unwilling to lag behind. When they were poor, they thought about change and finally embarked on a road to success. On the other hand, in our city middle schools, the source of teachers is better than others, the teaching conditions are better than others, and many achievements have been made, with many remarkable "successes". It is these honors that have become a stumbling block to our reform. We are bound by the aura of past achievements and dare not break the original mechanism and offend parents and teachers. In the final analysis, we are worried that the reform will fail.

⑵ The reason for the educational reform in Dulangkou Middle School is not only "death before death", but I think they have realized the following problems: First, the teaching mode of teachers telling students to listen leads to students' weariness of learning; Secondly, "quiet" is not a sign of good classroom order, "attending classes" is not a sign of students' serious study, and teachers' "speaking well" does not mean that students learn well; Third, only when students take the initiative to learn can the teaching effect be achieved. These are the fundamental reasons for their reform.

⑶ "Dare to be the first in the world" is the basic element of the success of Dulangkou middle school education reform. They dare to innovate, reform and try. Dulangkou Middle School is both lucky and painful. Fortunately, they have caught up with the new curriculum reform, and the "336" teaching model conforms to the spirit of the new curriculum reform. Fortunately, their enrollment rate has been greatly improved. Fortunately, their practice has been affirmed and strongly recommended by Shandong Institute of Education. It is said that they are suffering because of the twists and turns in Dulangkou's eight-year reform process, in order to break through the barriers of "teacher resistance", "parent opposition" and "superior suspicion". It is not easy to overcome this obstacle. Although its corrective measures are not desirable, they ensure their success.

Analysis and thinking

⑴ "Nobody knows for ten years, but once you become famous", the success of Dulangkou Middle School has objective factors, but the most important thing is your own efforts. They have gone through a mature reform path from chaos to governance, from governance to reform, and from individual reform to overall reform. Only the leaders and teachers of Dulangkou Middle School who rose to reform in adversity can clearly know how much bitterness and pain they have experienced behind their success. In the face of difficulties, the leaders and teachers of Dulangkou Middle School were not discouraged and depressed, and did not wait and see. "They have made many extraordinary moves with extraordinary verve", which really deserves our admiration.

⑵ Dulangkou Middle School is an open-minded and studious middle school. They went south to "think abroad", studied the new curriculum reform, insisted on holding a business forum once a week, and conducted school-based research, which gave teachers the opportunity to study on stage and promoted their professional development. When we savor the "336" teaching mode, we seem to be both familiar and unfamiliar. They just draw lessons from the advanced experience of "foreign thinking" and "trying teaching method" and combine their own reality, boldly try and innovate, and walk out of a "people-oriented, life-oriented, open classroom, group participation, teacher-student interaction, teaching and learning, harmonious atmosphere, relaxed environment and independent participation"

(3) Persistence will lead to victory. "A lot of questions, thought before; Many methods have been used; Why did you succeed, but you passed us by? " . In daily classroom teaching, we also tried many excellent methods and means, but none of them persisted until the end. On the other hand, it took 24 years to try the teaching method, 13 years to learn from foreign ideas, and 8 years to succeed. We have to think deeply about "education reform for so many years, and a new round of curriculum reform is in full swing, but such as quality education, innovative education, cooperative learning and research." The reform aimed at liberating teachers has stagnated and lingered in the same place. Under the situation of new curriculum reform, the phenomenon of "wearing new shoes and taking the old road" is still widespread. What is the reason? " .

2. The learning motivation and quality of teachers and students.

Teachers' opinions

(1) Dulangkou Middle School is surrounded by fields. It is difficult for students to eat and live in school and even watch TV. It is difficult for students to find interesting things outside their studies, and they are less affected by bad social behavior. Their thoughts are very simple, obeying the tasks assigned by teachers, and facilitating the implementation of "educational reform" in schools; Our students have seen everything and know more than the teachers. The teacher asked them to preview, but they just didn't watch and asked them to practice. Even if he doesn't finish his homework, the teacher can't help it. It is much more difficult for us to carry out "educational reform" than Dulangkou Middle School.

⑵ As Dulangkou Middle School is a rural middle school, students regard further studies as the only way to change the status quo. Parents persuade and relatives hope to create a good external environment for students to concentrate on their studies. Some of our students' parents are well-connected, have excellent family conditions and are less motivated to learn than rural middle schools. It is difficult for teachers to resist the negative influence of society and family.

⑶ To "open the classroom" and implement the "three-three-six model" which is more favorable than Dulangkou Middle School. If Dulangkou Middle School can succeed, we will succeed. There are not a few students in our school who are eager to be admitted to famous universities and middle schools. In terms of "one point and two rates", we have achieved seven consecutive championships in Taicheng. The key is that our students have higher quality, wider knowledge and broader vision than those in Dulangkou Middle School.

(4) The teachers in Dulangkou Middle School are much more energetic than us. They seriously study students and learning methods, and we ponder teaching materials and teaching methods. Facing the open students, the teachers in Dulangkou Middle School are facing greater challenges and need to do more work. I read their teacher's lesson plan, how to deal with the preview class and how to make up the feedback class. I found that their lesson plans are more about "student behavior", while our lesson plans are more about knowledge structure. This is a question of concept.

5] Dulangkou Middle School attaches great importance to collective lesson preparation. They mobilized all the teachers in the class to prepare lessons together, which reduced a lot of repetitive work and improved the quality of preparing lessons. Almost all of us are teachers in our own way. We prepare lessons every year, or copy them once a year and throw them away after use. This is laborious and time-consuming. The "essence" accumulated by teachers in daily life and the "reasons for failure" of reflection are not provided to other teachers, and resources cannot be shared. Teaching plans should become teachers' accumulated, supplemented and enriched wealth, and we should change them like this.

[6] Compared with Dulangkou Middle School, the quality of teachers in our school has obvious advantages in terms of the depth of study of teaching materials and the ability to control and regulate the classroom. Some teachers in Dulangkou Middle School can let go, but they can't accept it. Where there is no teaching, the teacher should point out the mistakes in time.

Analysis and thinking

Du Langkou's teaching method is a model of local education, which is closely related to the local economic situation and the ideological situation of teachers and students. It is not advisable to look for objective reasons and cover up our own shortcomings. Where does the motivation of middle school students in Dulangkou come from? Is the quality of teachers high? I dare not jump to conclusions in vain. Here are some quotes from several leaders of Taian Institute of Educational Science. Please think for yourself!

Students are no longer subject to discipline in class. They can stand, sit, talk loudly or talk to themselves. The atmosphere is relaxed and harmonious, their psychology is free and relaxed, and they can feel the joy and happiness of learning. Students are not worried about criticism and sarcasm, and are proud of their independent study.

Where is the answer? It still lies in their classroom teaching. In such classroom teaching, students are independent, happy and growing up. The school is their paradise and the classroom is their stage. They are enjoying learning, friendship, growth and happiness. How can they leave here? "

Said that our teacher is of high quality. What is high quality? Nothing more than a high degree of education, higher subject knowledge and cultural literacy than others, nothing more than being familiar with the textbooks of various subjects, digging deep into the textbooks and speaking well. If we talk about the ability to guide students' autonomous learning and organize students' cooperative learning in groups, is the quality of our teachers still high? We should think about whether teachers' high quality is based on "teaching" or on guiding students to "learn".

In the final analysis, the quality of teachers is the most important, whether it is a course about "target teaching", a course about "trying teaching" or a course about "innovative education". That's what the so-called "a great teacher makes a great apprentice" means.

The teacher retired behind the scenes and the students studied independently. This teaching mode looks easy, but it is not easy to operate in practice. It is not easy to really master and make good use of this model. The teacher's task is heavier than our traditional teaching. When preparing lessons, we should carefully design goals and think about possible problems in students' self-study. Because students' thinking is infinite, there may be unexpected problems in self-study. Teachers should think more about several possibilities and design more schemes. This is a hard lesson preparation process, so it puts forward higher requirements for teachers.

4. "336" mode and group cooperation

Teachers' opinions

(1) The direct reason for the success of Dulangkou Middle School is the "336" classroom teaching mode. They regard cultivating students' strong interest in learning and thirst for knowledge as the main work focus of teachers, and we put all our energy into imparting knowledge. From this point of view, most teachers in our traditional educational practice turn the pen and ink upside down.

⑵ Listening to Dulangkou Middle School, their lessons are divided into three modules: preview, presentation and feedback, and there are six links: preview communication, clear goals, group cooperation, presentation promotion, interspersed consolidation and standard assessment. The demonstration class satisfies students' strong desire for expression, which is also an important source of learning enthusiasm. The traditional classroom structure does not provide them with opportunities and platforms for self-expression. But I think their real kung fu is not in the demonstration class, but in the pre-class and feedback class. This is the key to improving the teaching performance of Dulangkou Middle School, and it is also our distress.

(3) Dulangkou Middle School pays special attention to "double basics". The current senior high school entrance examination is still based on basic knowledge and basic ability, preview, display and feedback. How can you not learn a question three times? The second is to strengthen monitoring, "daily reflection, weekly review and monthly summary", and implement it in a down-to-earth manner, and the effect will naturally improve.

⑷ Group teaching organization reform is the highlight of Dulangkou Middle School teaching reform. Teamwork is easy to be "chaotic as soon as it is released, and dead as soon as it is collected". We have seen a lot of teamwork in form, but we really can't see much effect. This requires careful division of labor, high self-discipline of students, and a good grasp of "degree" by teachers. This is not a day's work. Without long-term cultivation, it is difficult to achieve the state of "tight but not dead, alive but not chaotic"

5. In the group cooperation, the top students can coach and supervise the students with learning difficulties, and at the same time, the top students sort out their knowledge and learn to use it.

Please don't talk on paper. In our daily teaching, some students just "start without sending it" and let them participate in the discussion. what should he do ？ They are most welcome to adopt group cooperation and open class, because they can "fly freely"! Over time, the underachievers are more backward and the top students are better.

Analysis and thinking

Maximizing students' opportunities to participate in learning activities is an effective way to improve learning efficiency. "Many students calmly ask questions in class, express fluently, argue with their peers, supplement their opinions, correct their peers' mistakes, have innovative ideas, arrange and perform creative teaching materials, and display in various forms. These are not temporary surprises and displays, but the ability of children to participate in the formation for a long time. This ability of independent participation will be inexhaustible in the sustainable development of children's lives. "

However, in our daily teaching, we pay too much attention to the lectures, but downplay the preview and feedback. We don't take preview and feedback as lessons, but only pay attention to the middle and ignore both sides. Some teachers even have no guidance before, no guidance in the middle and no comments after. This is the gap between us. As teachers, we all know that improving class teaching effect is not only to make top students better, but also to improve poor students. Dulangkou Middle School is worth learning from. Their methods are as follows: first, it is stipulated that top students should have no more than two opportunities to speak in the exhibition class, and try to provide exhibition opportunities for middle school students and students with learning difficulties; Second, focus on solving the problem of students with learning difficulties in the two links of "preview and feedback", focus on "vulnerable groups", and use the strategies of "teaching soldiers with soldiers", "training soldiers with soldiers" and "Qiang Bing with soldiers" to implement the acceptance system and check the achievement of the goals; The third is to set up study groups, share resources and cooperate and compete, so that students of different levels can succeed at different levels.

4, strict management, people-oriented.

Teachers' opinions

(1) Some people say that you can't know the truth without seeing President Cui of Dulangkou Middle School. What is the true scripture of President Cui? When we saw the fine notice of Dulangkou Middle School and the public evaluation of a teacher's class on the blackboard, we seemed to understand.

⑵ Dulangkou Middle School changed the classroom evaluation standard for the first time: looking at students' activities; Secondly, carry out multi-level classroom teaching-driven project: let excellent teachers take demonstration classes, ordinary teachers take standard classes, backward teachers take clearance classes and poor teachers take rectification classes. The safeguard measure is to cancel the podium and formally eliminate the boundary between teaching and learning. All the blackboard books are written by students, and the teacher hardly writes blackboard books. A teacher does not attend classes according to the regulations of the school, and is punished by bundling, from the teacher to the head of the preparation group to the relevant person in charge of the teaching director.

⑶ In order to promote the reform, Dulangkou Middle School has adopted an "iron fist policy": it is stipulated that teachers are only allowed to talk for 10 minutes in class, and students are allowed to do activities for 35 minutes. If they don't do it, they will be punished.

(4) The measures taken by Dulangkou Middle School, that is, in the local rural environment, can be used, and the teacher will accuse you of violating human rights here. Strict management is not extreme management. In today's advocacy of "people-oriented", the above approach is obviously appropriate.

Analysis and thinking

"Iron management system" is a powerful guarantee for the success of Dulangkou middle school education reform. Some people may think that the reform of Dulangkou Middle School is impersonal and cannot be "people-oriented". When we entered Dulangkou Middle School, the students participated and expressed themselves in a relaxed and harmonious atmosphere, freely expressed different opinions and publicized different personalities, so that we could not accuse them of not being "people-oriented". Therefore, we must seriously consider and explore the connotation of "people-oriented", explore the relationship between "student-oriented" and "teacher-oriented", and explore the relationship between "people-oriented" and "strict management". Four "I participate, I am happy, I am confident and I grow up" instead of "my classroom, my teaching object, my teaching plan implementation and my teaching achievements". It is impossible for a group of energetic and accomplished students to replace a teacher's "mechanical classroom" without paying the price.

Third, how can we learn from the teaching reform experience of Dulangkou Middle School?

Teachers' opinions

⑴ "Dulangkou Middle School Classroom Teaching Model" can be popularized in our school, but a good teaching model also needs good teachers to improve teachers' professional quality and promote professional development. We can't lose our advantage.

⑵ When learning Dulangkou Middle School, we must learn its essence, not simply follow its form, and never "paint a tiger without turning it into a dog". Learning Dulangkou Middle School should be combined with the reality of our school, study creatively, and strive to create an education and teaching model with our own characteristics.

⑶ To learn Dulangkou Middle School, we must first change the evaluation criteria. The evaluation of a class is not to see how well the teacher speaks, but to see whether the students can move.

(4) Whether to learn or not is a matter of attitude, and whether to learn or not is a matter of level. Attach importance to the theoretical study of the new curriculum and change the teaching concept; It is also an urgent problem to strengthen teaching supervision and ensure the orderly development of teaching reform.

Analysis and thinking

The success of Dulangkou Middle School is not only the success of changing classrooms, but also the success of a systematic project. We can't blindly worship the original work, let alone completely deny it. We should seriously explore and understand the essence, combine the reality of our school, creatively learn from it, and strive to find our own way to success.

Editor's note

Based on local conditions, Dulangkou Middle School has broken the shackles of various deep-seated contradictions and embarked on a road of people-oriented, caring for life and maintaining a good educational ecology, which is a model for implementing the new curriculum ideas and strategies of basic education under the realistic conditions in rural areas.