A summary of teachers' activities in the countryside

Summary is a comprehensive and systematic summary of a period of study, work or its completion, which can improve our ability to find problems. Let's make a summary. How to write a summary without becoming a mere formality? The following is my four-point summary of the activities of sending teachers to the countryside for your reference, hoping to help friends in need.

Summary of sending teachers to the countryside 1 With the deepening of the curriculum reform of basic education, in order to better send advanced education and teaching concepts and teaching methods to rural schools, realize the optimal allocation of educational resources and the balanced development of teachers' majors.

In 20xx, under the correct command of the leaders of houma city Education Bureau, the teaching and research staff of various disciplines in the teaching and research section actively, actively and creatively carried out the activities of sending teachers to the countryside. Details are summarized as follows:

First, it has achieved a win-win situation for teachers and students.

The activity of sending teachers to the countryside has brought new teaching concepts, advanced teaching models, cutting-edge curriculum reform information, scientific teaching methods and superb teaching skills to rural primary and secondary schools, and greatly improved teachers' teaching ability and teaching level in the process of mutual exchange and learning.

Zhang Junling, an English teacher from Houma No.5 Middle School, went to Gaocun Middle School to have an English class. After class, the teachers of Gaocun Middle School generally reported that Mr. Zhang's oral English was high, his expression was clear and accurate, and his appeal was particularly strong, which was very inspiring to them. They are determined to win the recognition of students with full enthusiasm and superb skills like the leading students in Zhang Jun. However, Teacher Zhang Junling said that the trip to the countryside was also very rewarding. The conditions in Gaocun Middle School are so difficult, but the teachers in Gaocun Middle School have no complaints. They have worked hard here for years or even decades. Their work attitude is worth learning?

Second, improve the credibility of observation class teaching.

Due to various factors, many teachers are skeptical about the demonstration class and think that the demonstration class is a performance class. To this end, we have strengthened the guidance of demonstration classes to make the teaching design authentic, scientific and operable. Therefore, sending teachers is not restricted by conditions, no matter what kind of students they face, no matter whether they have multimedia or not, they can have good classes. The teachers who participated in the class really realized that we should not blindly complain about the differences in objective conditions. "Improving teachers' professional level, optimizing teaching design and fully tapping students' great potential" are important factors for the success of teaching.

Feng is a chemistry teacher who teaches in a private school. Although the conditions of lean school are relatively poor, her class is not inferior at all. When her class was shown in Zhang Cun, everyone was surprised to find what an excellent class it was. Its professional level is not worse than or even better than that of public schools. Its language, conciseness, accuracy and professionalism are admirable?

Thirdly, sending teachers to realize that they are not only teaching practitioners, but also teaching researchers.

The activity of sending teachers to the countryside has set up a bridge of inter-school communication, promoted inter-school linkage and enjoyed high-quality educational resources. Through self-reflection, peer assistance and professional guidance, teachers' curriculum vision has been broadened, teachers have learned to think, and teaching research awareness has become a common practice.

Teacher Liu Xiaozhan wrote in after-class reflection: "In this class, I design classroom questions according to the students' learning situation. The difficult problems in teaching are too difficult for students to answer.

Lose confidence in the answer; The problem of easy study is boring for students. Only those students have some difficulties in solving problems, but the problems that can be solved through hard work can stimulate students' enthusiasm for learning. Through the observation a few minutes before class, I found that the enthusiasm of the children in the village to answer questions is not very high, so I adjusted the teaching plan in time to let students talk from the reality of life, and combined with the students' expressions in classroom teaching, I keenly found and flexibly designed some difficult questions that students could answer, in order to arouse the enthusiasm of students and improve the efficiency of classroom questioning. The cooperation between teachers and students is outstanding, focusing on the cultivation of students' ability and the guidance of learning methods. In the future teaching, we need to strengthen learning, explore learning methods that are more suitable for students to understand and master texts independently, help students improve their learning efficiency, and make them enjoy learning, love learning and take the initiative to learn. "

Fourthly, the dedication of sending teachers makes the teaching concept of the new curriculum no longer abstract.

Sending teachers to the countryside has given full play to the leading role of backbone teachers and academic leaders, so that these native "experts in practice" can devote themselves to it, stimulate teachers' enthusiasm for participating in teaching and research, and promote exchanges between teachers, so that teachers gradually realize that as a teacher, they should constantly update their educational and teaching concepts and professional knowledge structure, and strive to change and improve their teaching behavior in order to promote their professional growth and development.

Li Xing, a math teacher, is famous for respecting children's personality and activating children's thinking. She gave a class of "Proportional Application" to the sixth grade, which provided children with sufficient time and space to pay attention to the formation process of children's knowledge. The observers sang in unison: "In Teacher Xing's class, it is impossible to tell who is a student with learning difficulties." Teachers always push children to the position of masters and provide them with the opportunity to "do and use mathematics", which embodies the important concept of the new curriculum. This time, sending teachers to the countryside has provided development space for the vast number of rural teachers to change their teaching concepts and update their educational concepts. Practice has proved that sending teachers to the countryside is the most convenient, fastest and effective training method to improve teachers' professional level.

In the process of sending teachers to the countryside, we did do some work, but there is still a big gap between the expectations of rural schools and rural teachers. Faced with these gaps, we feel that we have done very little and we still have a lot to do. Next semester, we will further intensify our efforts to go to the countryside and send more and better teachers to schools, so that all teachers in the city can benefit and improve.

Summary of sending teachers to the countryside 2 According to the city's 20xx teacher training work plan, our school undertook the work of sending teachers to the countryside carried out by the Municipal Education Institute. In order to effectively carry out this activity and achieve the principle of mutual benefit and common progress, the school attaches great importance to it. First, a detailed implementation plan was worked out, and the best backbone teachers from all disciplines in the school were selected as sending teachers. On September 27th and 28th at 5: 00 a.m., President Yang personally led a team to drive to nehe city to carry out the activities of sending teachers to the countryside, which achieved good results. In addition to completing the required class hours, we also conducted academic exchanges and lectures in combination with teaching. At the same time, we also brought more than 60 school-based textbooks "Classic Reading" and "Learning Plan" of various disciplines and grades, which were well received by teachers in nehe city. Both teachers' education and teaching level have been improved in the activity, which has effectively promoted the communication between urban and rural areas, improved the ability and level of the majority of township primary and secondary school teachers to implement the new curriculum, and promoted the balanced development of urban and rural education.

First, careful preparation, attach great importance to

In order to strengthen the pertinence of sending teachers to the countryside and make the activities effective, the school first investigated and studied the most puzzling and urgent problems in classroom teaching and the problems in teachers' professional development in combination with the training demand questionnaire submitted by the sending schools, and combined with previous experience, made a careful and detailed study on the specific form, work content and work requirements of sending teachers to the countryside this semester. On the premise of establishing the form and content of sending teachers to the countryside, the specific candidates and requirements for teachers to participate in "sending teachers to the countryside" are established. At the same time, teachers are required to have fun in hardships, carefully design teaching, accurately grasp the characteristics of disciplines, carefully prepare teaching AIDS and learning tools, and pay attention to skills, thinking training and ability training. Ensure that every class sent can be learned and used by the majority of township teachers. Sending teachers also takes into account the limitations of hardware conditions in rural schools. Each class is prepared according to two situations: courseware and no courseware. At the same time, because the teaching progress of two different schools is different, teachers are sent to prepare lessons according to the progress of each school. Each teacher is equivalent to preparing four classes. In order to get better results in class, teachers print them out in advance. Because physics has experimental content, Mr. Liu Xiongzi has prepared more than ten sets of experimental equipment from the laboratory, and each set of experimental equipment has been carefully checked in advance to ensure the best effect in class. At the same time, school leaders attached great importance to this activity and held several preparatory meetings, which provided a guarantee for the targeted and step-by-step development of the activity of sending teachers to the countryside.

Second, the characteristic display * * * and improvement

At 7 o'clock on September 27th, under the leadership of President Yang, the No.45 Middle School and its party came to nehe city Teachers' Training School. They were warmly received by Vice President Wang Jiaofa of the training school. After a short break, we immediately rushed to the first teaching school-nehe city Yongfeng Central School. The first thing you see when you enter the campus is a spacious and tidy playground, a clean and tidy classroom and enthusiastic teachers. After the takeaway chef arrived at the post, he threw himself into the intense preparation work without rest. Several teachers also adjusted the teaching content according to the actual situation of the school, trying to get the best effect in the classroom. During the course of teaching, several teachers showed the teaching level of teachers in No.45 Middle School in mathematics, Chinese, English and physics. At the same time, combined with the teaching mode of "asking questions and learning plans" implemented in our school, we try to create an efficient classroom with students as the main body. The boring classroom atmosphere disappeared in the classroom of township schools, and the originally taciturn township students became witty in the dialogue with urban teachers.

The third is classroom discussion and dialogue between urban and rural teachers.

After class, several teachers had a heated lesson study and interactive discussion with the teachers from the sending schools. Several sending teachers first talked about their own design ideas for this class. Everyone has different opinions, and the discussion is pragmatic and effective. Zhao Rui, a municipal backbone teacher of Chinese group in our school, has won unanimous praise from the teachers in class. Teacher Zhao's profound Chinese skills, flexible and witty classroom control ability and strong affinity for students left a deep impression on every teacher who attended the class, and also triggered everyone's thinking about Chinese teaching. Teacher Yang Yi, an English major, left a deep impression on all the teachers and students who attended the class. Teachers agree that Mr. Yang is of good quality and active in class, which highlights the main role of students. At the same time, students in Grade One can use pictures, sounds and other means to improve their interest in learning, and the classroom atmosphere is active. Mr. Liu Qiong, a young senior math teacher, is the head teacher of the graduating class of Grade Three in this school. In order to make this trip to the countryside more effective, the school selected two junior three teachers. After the lecture, the teachers agreed that Teacher Liu's "One Function" was meticulous, profound, rigorous and standardized. At the same time, the teaching concept was advanced and the teaching method was unique. Mr. Liu Xiongzi, the physics teacher, is the head of the physics group in our school. The topic she prepared was "Measuring the resistance of small light bulbs". In order to make the physics class more effective, Mr. Liu prepared a large number of experimental equipment and brought it to the delivery point, which made the classroom atmosphere more active and the students' interest in attending classes more intense. The students said that this was their first contact with experimental equipment and their first experiment. They will never forget it and prefer to study physics. Looking at the students' curious eyes and simple smiling faces, we really felt the significance of this trip. Several teachers in Nehe also talked about their own views. The lack of hardware facilities and experimental equipment in rural schools has brought great difficulties to practical teaching, but at the same time, they also realize that students and hardware are not necessary conditions for curriculum reform. Under the poor conditions, students' subjective thinking and trust in students can be successfully satisfied as long as the teaching materials are carefully handled under the guidance of the new teaching concept. The key lies in thinking, trying, changing and practicing, so as to generate a positive awareness of curriculum reform and form a strong atmosphere of teaching reform. Teachers talked with Kan Kan, and expressed their views on textbook interpretation, teachers' teaching links, their own gains and feelings, and personal thinking. The discussion atmosphere was warm and harmonious. And several teachers also left contact information with each other and the idea of teaching and research in the future.

Fourth, special theoretical lectures are closely combined with sending classes to the countryside.

The purpose of special theoretical lectures is to focus on solving the puzzles in the education and teaching of township teachers. In the afternoon, the teachers gave special lectures entitled "Professional Development of Rural English Teachers", "Talking about Professional Development of Physics Teachers in Junior High School", "Writing Math Notes-Learning Plan" and "Paying Attention to School-based Teaching and Research to Accelerate the Professional Development of Rural Teachers". As the lecturers are the front-line teachers in our school and the backbone of teaching at the city and district levels, they not only have a comprehensive and profound understanding of the new teaching theory, but also have the experience of transforming theory into practice as front-line teaching practitioners and reformers, and have tasted the hardships in this transformation process. Therefore, the content they talked about in the special lectures combined with these courses is regional and targeted, which is closer to the needs of primary and secondary school teachers in villages and towns. Fang Hengru, deputy director of nehe city Education Bureau, made an important speech, which was to the point and earnest. Not only explained the significance of this activity, but also talked about the highlights of this activity, and put forward requirements for future teaching and research work, and made clear the future direction of education development in nehe city. At the meeting, Vice President Wang Jiaofa of nehe city Teachers' Training School made specific arrangements for future teaching and research work.

On September 28th, we drove for about an hour to nehe city Liuhe Central School, a rural middle school with primary and secondary schools. According to the teaching situation of Yongfeng Central School, we made appropriate adjustments to the teaching content and lectures of this day, making the class more practical and the lectures more targeted.

The Harvest and Reflection of verb (the abbreviation of verb)

From the point of view of improving pertinence and effectiveness, the activity of "sending teachers to the countryside" takes the most urgent problems to be solved by township teachers as the main content, takes classroom teaching as the platform, integrates the teaching practice of advanced concepts with teacher training, and takes the form of special lectures, demonstration classes, interactive discussions between urban and rural teachers, pairing assistance, and interactive exchanges between urban and rural areas. In various activities, rural teachers and urban school teachers attend classes together, attend classes together, evaluate classes together, participate in teaching research together, and communicate together. Compared with the previous activities of sending teachers, the effectiveness of this work has been greatly improved.

The work of "sending teachers to the countryside" made backbone teachers deeply feel the simplicity and sincerity of township teachers, as well as their dedication and enterprising spirit, which made urban teachers exercise and further enrich. It also enriches the teaching experience of all teachers who send classes and are taught. In teaching, the understanding of curriculum standards, the mastery of new textbooks, the application of teaching rules and the control of new classrooms have all been improved to varying degrees, which has accumulated rich strength for teachers' future education and teaching work and realized the complementary advantages and win-win situation of urban and rural teachers.

Looking back on the work of "sending teachers to the countryside" and feeling the harvest, we are also actively reflecting. As an integral part of promoting the balanced and coordinated development of urban and rural education, we have formed a long-term mechanism for the interactive improvement of urban and rural education. Therefore, in the next stage of sending teachers, we will understand and solve the following problems in our study and practice.

Reflection 1: The knowledge gap between urban and rural areas still exists. How to make use of the existing knowledge in our school?

Shortening the teaching gap between urban and rural areas with better resources is the direction we should work hard in the future.

Reflection 2: Although the activity of sending teachers to the countryside has ended, the interaction between urban and rural schools should continue. With the help of the platform of sending teachers to the countryside, we will establish long-term communication with sending schools and increase two-way teaching and interactive discussion activities. Difference itself is a kind of resource, which should be fully utilized.

In the future work, we will make full use of existing resources, give full play to the dynamic role of schools, and do a good job in interactive communication with the construction of teachers in primary and secondary schools in towns and villages. We will strive to achieve a new leap through continuous practice and reflection.

Summary of the activities of sending teachers to the countryside Chapter III Teaching methods and means have changed greatly. Teachers overcome the simple question-and-answer style in teaching and actively explore the methods of observation, discussion, experiment, perception and performance to enhance the teaching effect.

The team got exercise and the rookie stood out.

In this activity, we are delighted to see that the classroom teaching level of young teachers such as Su Chunjian of experimental primary school, Ling Ali of second primary school, He of third primary school, Wei of Zhang Chenguang primary school and Chang Jinfang of Machidian primary school has been significantly improved. Their classes are more lively and close to the requirements of the curriculum concept. On the one hand, it shows that these new teachers are not branded with the old teaching methods, on the other hand, it shows that young teachers are willing to learn and make rapid progress. Therefore, we see hope from it, and at the same time, we see that "old teachers" are facing the challenge of new ideas.

Main problems and direction of efforts

1. Some teaching experts can't talk about classes, and they equate them with teaching plans or teaching processes; Some teachers submit nonstandard teaching designs, and some even submit teaching records; Some young teachers don't have a deep grasp of teaching materials, and they don't have a deep research on teaching concepts. They only pay attention to form, with more patterns and less inner ones. Some teachers' teaching reflections are empty and irrelevant.

2. Some part-time teaching researchers can't "convince people with brilliant theories and infect people with wonderful cases", which is comprehensive, general and worthless.

Summary of the activities of sending teachers to the countryside 5 articles summary of the activities of sending teachers to the countryside 5 articles

3. Individual schools cannot organize teachers to seize the opportunity to actively participate in observation and discussion activities.

In a word, the development of this activity has set off an upsurge of learning and applying curriculum standards among teachers, created an atmosphere of mutual learning and communication, optimized education and teaching, and played a certain role in promoting education and scientific research in our county.

Summary of Sending Teachers to the Countryside 4. I was fortunate enough to participate in the "National Training Plan (20xx)" Xunyang Junior Middle School Chinese "Sending Teachers to the Countryside" learning activities. As an ordinary teacher in a rural middle school, I have benefited a lot from this training activity:

First, pay attention to class. I have listened to experts' lectures and was attracted by the unique teaching ideas of the lecturers. I listened to Qiu Jun's two essays "Cicada" and "Shells", and my thinking really diverged, and the teaching problem of "two lessons and one lesson" which has been bothering me for a long time has also been solved. Qiu's novel teaching design makes me feel refreshed. Although the capacity is small, the quality is high. I am deeply touched by this efficient Chinese reading teaching. In the future work practice, I will strengthen the research on teaching materials, thoroughly understand the text, optimize the design, give intensive lectures in class, reduce the burden on students and make my class efficient.

Second, summing up and reflecting, I improved this training. In every class, I listen carefully and record the lecture content carefully. After class, I also write down my experiences and feelings and improve myself through reflection.

From Wu's Li Shihao, Liang and Fu's Three Gorges, Zhou's Night Tour in Chengtian Temple and other works, I realize that we should pay special attention to the cultivation of students' sense of classical Chinese language in the teaching design of classical Chinese. Reading plays an important role in cultivating students' sense of language. Reading a book a hundred times can help them understand what they mean. Some beautiful articles and famous articles should be recited by students as much as possible. Accumulation is an important way to improve students' Chinese literacy. For translation, keywords must be translated. On this basis, the content that should be replaced and the content that should be deleted should be deleted, so as to conform to the habits of modern China people. Pay attention to the author's writing background, many articles are background, and it will be very helpful for students to understand if the teacher can point it out properly in teaching; Pay attention to the infiltration of classical Chinese knowledge. In the teaching of classical Chinese, in addition to the necessary vocabulary accumulation, other classical Chinese knowledge should be properly infiltrated, such as special sentence patterns, flexible use of parts of speech, polysemy, ancient and modern different meanings and so on. Although some knowledge is not compulsory in junior high school, it should be consciously infiltrated in teaching design in order to let students learn classical Chinese better.

Through study and reflection, I also realize that future education needs scientific research teachers, not "teachers". If we teachers want to change from "teachers" to scientific research teachers, we must first establish the concept of lifelong learning, constantly recharge ourselves and eliminate job burnout. Because we are engaged in education, we are faced with a group of children who are full of curiosity. It is our responsibility and obligation to educate them well.

Everyone knows that if you want to give students a bowl of water, you must have a bucket of water. At the same time, if a teacher wants to become a researcher, he must constantly study, summarize and reflect, and write his own experience into a paper in time. It can't be divorced from teaching practice, and it needs research to solve problems in teaching, that is, research conducted in teaching activities instead of textbooks.

Third, active discussion, I have made progress. This discussion is conducted in strict accordance with five processes: preparing lessons independently, collective polishing, micro-class display, mutual evaluation within the group, and forming a plan. In order to ensure the orderly discussion, Mr. Chen also put forward five detailed requirements for the activity discussion. After each class, there are lectures and group discussions, which makes me feel "the sky is high and the clouds are light" and make continuous progress in emotional communication.

The group leader organized a seminar, and everyone put forward sincere opinions and suggestions for each class: some said that classroom teaching should not be a mere formality, but should pay attention to results; Some people say that the phenomenon of "silence" is that teachers' lesson preparation skills are not in place and problem design is too difficult. If this happens, teachers should first stabilize their position and then slowly guide them to learn; Questioning should be comprehensive, encouraging evaluation should be sincere, and humanistic care should be fully reflected; Teachers should be good at guiding students to develop reasonable imagination, give play to the function of group cooperative learning and improve classroom teaching efficiency.

Everyone has his own opinions, and the insights I have gained from this discussion are profound. Therefore, the progress brought is beyond the reach of any catalyst. So I want to say that without discussion, it is impossible to generate a spark of wisdom, let alone broaden my horizons, let alone improve my professional skills. I enrich myself by observing me; I made progress because of the discussion. I believe that through post practice, I will apply my opinions to front-line teaching, and then my work will be more handy.

Fourth, I will come back for the next national training. In a word, this training is of great significance to teachers' professional growth, which brings me the deepest experience that Chinese is not only instrumental and humanistic, but also a superb art, which requires me to keep learning, reflecting and improving. In the future, as long as there is an opportunity, I will actively participate in observation, discussion and practice activities such as "sending teachers to the countryside through national training" to improve my professional level. Only in this way can I walk faster and better on the road of teachers' professional growth and make contributions to the education in rural areas.