Seventy rules for teaching and research

In order to thoroughly implement the spirit of the document "Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Moral Education" of the Ministry of Education, according to the specific requirements of "student-based classroom" and "learning-based classroom", we The school has put forward the school philosophy of "providing warm education and accompanying growth with growth". We strive to build a "warm classroom, companion teaching" model, promote the overall progress of teachers and students, and strive to achieve the educational goal of "let every life stretch freely", and specially formulated this teaching and research routine system.

Article 1 Implementation of principles and policies. Comprehensively implement the educational principles and policies of the party and the country, adhere to teacher-oriented, student-centered, cultivate moral character, and comprehensively implement quality education. .

Article 2: Change role positioning. Teachers should be designers, organizers, managers, collaborators, guides, promoters, reflectors and researchers of teaching activities. Actively promote the "learning-based classroom", take the "Five Essential Teaching Methods" (preparation, guidance, education, memory and refining) as the starting point, pay close attention to the quality of education and teaching, and implement the "eight-character policy" (inspection, supervision, guidance, help) It runs through the entire process of teaching, teaching and research, making schools a field for teachers’ professional development.

Article 3 Three-level curriculum system. According to the national curriculum plan, all courses should be opened for full class hours; local curricula should be implemented in accordance with the requirements of provincial and municipal education administrative departments; and school-based curricula should be reasonably developed and selected based on the actual situation of the school. Make full use of school resources to carry out teaching activities and strive to improve classroom teaching efficiency.

Article 4: Improve the responsibility system. A five-level teaching management responsibility system is implemented including the principal, vice principal for teaching, teacher development center (teaching service center), teaching and research team leader (lesson preparation team leader), and subject teachers. Refine management responsibilities so that teaching work has rules and regulations to follow.

Article 5: Make plans well. Before the start of school, the teaching service center should scientifically and reasonably arrange the curriculum, work and rest schedule according to the curriculum plan and the actual situation of the school. The teaching and research team leader, lesson preparation team leader, and teachers must formulate work plans on time and submit them to the Teaching Service Center for inspection. Carry out teaching activities strictly as planned to ensure normal education and teaching order.

Article 6 Strict process monitoring. The teaching service center and teacher development center should conduct regular inspections of various teaching links of teachers and make corresponding evaluation records and provide timely feedback.

Article 7: Make good use of the results. All departments and teachers should summarize their work in stages. On the basis of a good summary, typical materials such as teaching experience and teaching cases are formed. Each month, 1 to 2 teachers are designated to make sharing reports at the staff meeting.

Article 8 regulates the construction of archives. Establish teachers' business files, truthfully fill in basic information, teacher manual work, teaching and scientific research work, further training, business assessment, rewards and punishments, so that teachers' teaching files become the basic material for standardizing teachers' work and promoting professional development. The basic basis for assessing and evaluating teachers’ teaching work.

Article 9 Strengthen the quality of the team. Accompanying growth with growth, we conduct extensive “partnership” teaching activities to build a platform for the rapid growth of all teachers, especially young teachers.

Article 10: Strong teaching and research atmosphere. There is one teaching and research activity and two collective lesson preparations per week. Demonstration classes, high-quality classes, discussion classes, report classes, special lectures, etc. are used to create a training atmosphere. Teaching leads to research, research promotes teaching, and "teaching" and "research" are promoted simultaneously. It is necessary to both "get out" and "invite people in."

Article 11 The teaching plan mainly includes the school teaching work plan, the teaching and research team work plan, the lesson preparation team plan, the teacher teaching plan, the plan for nurturing the excellent and assisting the poor, etc. The teaching plan must have clear goals, feasible measures, and strong pertinence and effectiveness.

Article 12 The school teaching work plan shall be based on the school teaching work objectives, overall coordination, put forward clear requirements and corresponding inspection measures for the teaching of each grade and each subject, and make decisions on each major teaching work. The specific arrangements serve as a reference for the teaching and research team leader, lesson preparation team leader and classroom teachers to formulate teaching work plans.

The teaching work plan must have specific quality objectives and practical quality control measures. It should be formulated by the teaching service center, teacher development center, and democratic school governance center under the organization of the principal in charge, and based on extensive solicitation of opinions. After being reviewed and approved by the school, it will be printed and distributed to all teaching and research groups before the start of school. .

Article 13 The teaching work plan of the teaching and research group should be based on the school teaching work plan and combined with the subject characteristics of the group to make specific arrangements and requirements for each teaching and research work this semester. The plan is formulated by the teaching and research group, and after discussion and approval by the entire group of teachers, it is submitted to the Teacher Development Center for review and filing at the beginning of the semester. The head of the teaching and research team is the person specifically responsible for the implementation of the plan.

Article 14 The lesson preparation team plan shall be completed by all members of the lesson preparation team according to the requirements of subject curriculum standards and teaching practices, and by the lesson preparation team leader after collective discussion. The plan content includes: teaching material analysis, target requirements, teaching Work arrangements and main measures include progress, collective lesson preparation activities, subject competition activities, research study (or activity classes), curriculum development and other teaching and research activities. The lesson preparation team leader is the person specifically responsible for the implementation of the plan.

Article 15 Teachers’ personal teaching plans shall be formulated by each teacher and completed before the start of school. The content of the plan includes: teaching material analysis, academic situation analysis, teaching objectives, key and difficult teaching points, teaching measures and methods, teaching progress, etc. When making plans, teachers must fully understand the overall spirit of the school's teaching work plan, follow the teaching requirements of the lesson preparation team, be familiar with the curriculum standards, clarify the overall teaching tasks of the subject, this semester, and this school year, clarify the key points and difficulties of the teaching materials, and understand the students Master the basic knowledge and basic skills of Zunyi Aerospace Middle School Evergrande Branch Teacher's Manual, fully evaluate the problems and difficulties that may be encountered in completing teaching tasks, formulate the teaching progress, propose teaching quality goals, and clarify the problems and issues that should be paid attention to in teaching. Improvement measures.

Article 16 After the plan is formulated, the school should take practical and effective measures to conduct regular inspections on the implementation of the plan to ensure that the plan is implemented in place. At the end of the semester, all responsible departments and relevant personnel should timely review the plan, reflect on the quality and effect of the work based on the work progress, and write a written summary and submit it to the Teacher Development Center for archiving. The summary of teaching work includes: overview of work progress, main achievements, experience and understanding, existing problems and future efforts, etc.

Article 17: Prepare lessons independently. Teachers with less than 6 years of teaching experience must first prepare their own lessons and achieve "three clear and five preparations". "Three Cleans": The curriculum standards are clear. Teachers must be familiar with the curriculum standards and master the requirements of the curriculum standards for the grade they teach; the teaching materials are clear, understand the internal connections of the teaching materials, study each teaching material carefully, determine the teaching objectives and requirements, and master the key points and difficulties; test Standard definition, understand the test points and test format of the chapter content. "Five preparations": prepare knowledge, prepare students, prepare guidance methods, prepare learning methods, and prepare for testing. Requirement: Write a detailed case? Each lesson must state: ① Topic; ② Intensive education goals; ③ Key points and difficulties; ④ Teaching methods and means; ⑤ Teaching process; ⑥ After-class assignments; ⑦ Blackboard writing design; ⑧ Post-class reflection .

Article 18: Collective preparation of lessons. The leader of the lesson preparation team is responsible for organizing and arranging the lesson preparation team activities, supervising the lead preparer to make preparations at least one week in advance, and involving all members. The lead preparer must prepare a complete lesson preparation plan and make it into an electronic text and PPT and send it to each teacher. Before each collective lesson preparation activity, members of the lesson preparation team carefully complete their personal preliminary preparation work based on the lesson preparation plan provided by the lead preparer. It is required to achieve "five preparations", namely: (1) Preparation points. Achieve "two understandings": first, teachers understand, and the key is to study how to make students understand. (2) Prepare knowledge points. Closely focus on the "three points", that is, focus on key points, doubtful points, and contact points to understand the connotation and expand the denotation. ⑶ Prepare for practice. Achieve "two appropriate three levels", that is, appropriateness and quantity, emphasis on evaluation, emphasis on review and question training, and emphasis on standard answering. (4) Prepare students. Understand students’ knowledge and ability deficiencies. (5) Prepare teaching methods and study methods to form students’ “study plans”. When preparing lessons collectively, the lead preparer should explain the basis, intention and ideas of the design, the key points, difficulties and teaching methods of teaching.

Members of the lesson preparation team should conduct in-depth discussions around knowledge construction, ability development, teaching and learning, etc., fully express their opinions, optimize teaching design, form a collective lesson preparation plan, and form a teaching guide plan on this basis.

Article 19: Second lesson preparation. Each member of the lesson preparation team must make personalized secondary lesson preparation based on the collective lesson preparation plan, combined with their own personality characteristics and the academic situation of the class they teach, to form their own case. The lead preparer will archive the completed lesson plans, study plans, PPT (electronic files), and memorization and refinement to the teaching and research team and the teacher development center.

Article 20 Teachers of each subject must strictly follow the class schedule and are not allowed to adjust classes without permission without special circumstances. Teachers must wait in the classroom when the preparation bell rings. They are not allowed to leave the classroom at will during class time. Smoking and talking on mobile phones are strictly prohibited in class (mobile phones must be designed to be silent or turned off). They are not allowed to sit in class without special reasons.

Article 21 Teachers should conduct "five checks" before class: one check on attendance, two checks on hygiene, three checks on hidden dangers, four checks on status, and five checks on preview. Specific standards: 1. Check student attendance, find out the whereabouts of absent students, and report to the class teacher in a timely manner. 2. Check the cleanliness and whether there is any garbage on the ground; whether the books in the students' desks are neatly placed and whether there are any debris; whether the sanitary tools are neatly placed; whether there are any signs of classroom culture falling off; whether there are debris on the desks and whether school bags are Place it in the specified location. 3. Check for safety hazards. When the weather is sunny in summer, some lights should be turned off to save electricity; whether the doors are in good condition and whether there are any safety hazards; whether the windows are clean, whether there is garbage on the windowsills, and whether the curtains are tied properly; whether the bookcases are closed and whether there are any damaged. 4. Check the emotional state of the students, whether the students' sitting posture is correct; whether books and stationery are placed as required when reading; whether there are any abnormal students such as illness; whether there are students with abnormal emotions. 5. Check students' preview status, understand students' preview status through spot checks or general surveys, cultivate students' good study habits, and help determine the key and difficult points in the classroom and select teaching content.

Article 22: Reform classroom teaching methods, improve classroom teaching efficiency, create a "learning-based classroom", and use the "Five Essential Teaching Methods" to organize teaching. Apply heuristic, discussion-based, activity-based, scenario-based, problem-based teaching methods to classroom teaching, and achieve "three lectures and three don't lectures" in teaching (don't teach what students can learn, don't teach what students can learn, and do not teach) If you still don’t know it, don’t talk about it, but talk more about test points, easy-to-make mistakes, and easy-to-confuse points), and the “five concessions” (let students read by themselves, let students think by themselves, let students express themselves, let students do it by themselves, and let students get it by themselves) draw conclusions), resolutely put an end to the practice of "replacing learning with lectures, and lecture to the end", focus on concise lectures, and combine lectures with practice.

Article 23 Mandarin must be used in class, and language expressions must be clear, accurate, and easy to understand. Do not use catchphrases during lectures, and the teaching style must be friendly. The handwriting on the blackboard must be neat, the layout is reasonable, the design is beautiful, and accurate. embody the focus of teaching. Dress neatly. Slippers and vests are not allowed in class. Physical education teachers must wear sportswear and sneakers in class.

Article 24 Teachers should make reasonable use of all-in-one computers and other media in classroom teaching, and strive to improve the efficiency of classroom teaching.

Article 25 Teachers must be good at organizing teaching and maintain good classroom discipline; respect students' personality, establish an equal new teacher-student relationship, be oriented to all, and pay attention to the development of students at different levels. Love the top students strictly and the underachievers more.

Article 26: Each class will be carefully inspected by the teacher at the Teaching Service Center, and the class situation will be recorded truthfully and graded into four grades: "excellent, good, medium, and poor" as a teacher assessment The basis for process evaluation and published daily.

Article 27 Teachers must carefully reflect on teaching after class and summarize the gains and losses of each class. Teachers with less than 6 years of teaching experience should write a teaching reflection after each class; teachers with more than 6 years of teaching experience, male teachers under 55 years old, and female teachers under 50 years old should write teaching reflections at least once a week. Teachers with more than 6 years of teaching experience are encouraged to write teaching reflections after each class. Teachers who serve as instructors should guide young teachers to write good teaching reflections.

Article 28 Teaching reflection usually includes the following content: successes, shortcomings, teaching wisdom, student innovation, and re-teaching design. Teaching reflections can be written in the form of educational logs, educational narratives, teaching essays, educational cases, teaching postscripts, and online teaching research. The monthly staff meeting selects two teachers to share a teaching case or a teaching story. Teachers with less than 10 years of teaching experience are required to submit one teaching case and one high-quality teaching reflection every semester, and an expert group designated by the Teacher Development Center will make the award.

Article 29: Educate and teach, manage and educate. The teaching of each subject must not only impart knowledge, but also provide ideological education to students, strengthen close cooperation with class teachers and accompanying teachers, and educate all students.

Article 30: In accordance with the principle of "memorizing and refining" in the "Five Essential Teaching Methods", carefully design the exercises and grasp the number and difficulty of the exercises. According to the principle of teaching students in accordance with their aptitude and combined with the actual situation of students, extracurricular exercises are arranged at different levels. The exercises in the textbooks should be completed in class and arranged appropriately after class according to the characteristics of the subject for careful memorization and refinement. Memorizing and refining should be done day by day and week by week.

Article 31 The refining is designed by the lesson preparation team. Each refining is a test. Pay attention to the reasonable content and moderate length. There are three rounds of refinement: completing training questions, secondary clearance training or incorrect question clearance training, and variation training. Students are required to organize the collection of wrong questions and repeatedly practice the knowledge of easy-to-make mistakes, easy-to-confuse points, key points, and test points. The Teaching Service Center will arrange dedicated personnel to inspect the refining situation every day and keep records.

Article 32: Strict requirements should be placed on students’ practice, with neat writing and standardized format. Students must be instructed to redo any writing that does not pass the standard and the format is not standardized. Every month, each class teacher organizes an exhibition and evaluation activity for students' excellent homework, and selects outstanding homework and submits it to the teaching service center for school-wide evaluation to promote students to improve the quality of their homework.

Article 33: Concise corrections must be done to achieve the "five musts": if you make a contribution, you must receive it; if you receive it, you must read it; if you read it, you must criticize it; if you criticize it, you must criticize it; if you criticize it, you must make up for it. Adopt various forms to correct homework in a timely and conscientious manner, and comment on critical issues during refining in a timely manner. Correct the homework of students with learning difficulties in person as much as possible, and do a good job in transformation.

Article 34 Resolutely put an end to punitive work. It is encouraged to write encouraging comments and do not use sarcastic or sarcastic language. The correction of essays requires pointing out typos, incorrect sentences and other problems in the essay, and requires more detailed comments (eyebrow criticism, general criticism, etc.), and cannot just give scores or grades. Teachers should strengthen face-to-face correction of the homework of underachieving students, and students should correct mistakes in their homework in a timely manner. Encourage teachers to write homework comments so that homework books become a bridge for communication between teachers and students.

Article 35 Teachers should carefully analyze students’ problems in refining, analyze common mistakes, and take targeted measures in teaching. Homework evaluation and exhibition can be held at appropriate times. It is necessary to establish a file of students' wrong questions and guide students to use the wrong question books.

Article 36 The lesson preparation team should check the teachers' concise marking every week, and the teaching service center should conduct random inspections at any time, twice a month from time to time, and keep inspection records as the basis for the teacher's process evaluation. .

Article 37 Tutoring mainly refers to self-study classes, morning reading, and evening self-study tutoring. Teachers should proactively provide tutoring in classes. The main tasks of tutoring are: ① Guide, supervise, and check students' preview, review, and homework assignments, so that students can complete learning tasks in a planned, high-quality, and on time manner. ② Solve students' difficult problems, correct students' learning attitudes, and inspire students' learning confidence. ③ Maintain the discipline of self-study in the evening, talk to students individually, and do a good job in students' ideological work.

Article 38: You must arrive on time for self-study tutoring in the morning and evening, and do not leave your job midway. If something happens, you must adjust the tutoring time in advance. Group lectures and examinations are not encouraged during tutoring to reduce the burden on students. During the tutoring period, students are not allowed to do anything unrelated to teaching.

Article 39: Tutoring of students should be based on their aptitude, caring for underachieving students, having more heart-to-heart conversations, and implementing the principle of "cultivating the best, supporting the middle-class, and making up for the poor" so that different students can gain something.

Article 40: Be patient in tutoring and avoid sarcasm, sarcasm, and reprimanding students.

Encourage teachers of all subjects to take the initiative to patrol the classrooms in their spare time to answer students’ doubts at any time

Article 41 Each grade and subject shall arrange relevant exercises and examinations for students according to time-limited arrangements, and implement "daily and weekly exercises" "Monthly Examination" testing system. Strive to achieve: Concise exam-oriented, high-school entrance exam-oriented, and high school entrance exam-oriented.

Article 42 Each lesson preparation team must establish a proposition group to be responsible for weekly subject practice, monthly exams and other proposition work. The examination must be "three fixed": fixed time, fixed content, and fixed personnel. At the beginning of the semester, the teaching service center determines the time for each monthly examination, and each lesson preparation group or teaching and research group coordinates the teaching progress, unifies the scope of the examination, and determines the title and person. Examiner. The questions are independently designed according to the requirements of the high school entrance examination. The question maker and examiner must be indicated in the proposition, and the electronic file must be submitted to the person in charge of academic affairs within the specified time. If there are intellectual errors in the monthly examination questions, etc., which affect the examination results, then The examiners, examiners and lesson preparation teams need to be held accountable.

Article 43: The subject teachers will organize in-class exams for students in music, art, information technology, and physical and chemical biology experiments every half term, and students must have good results. Records shall be inspected by the Teaching Service Center. Physical education teachers shall carefully conduct physical fitness tests for students in accordance with national standards in each period, and submit process materials to the Teaching Service Center for inspection.

Article 44 for each examination. After grading, the lesson preparation team will conduct a quality analysis, propose measures to improve teaching, and submit the written materials to the teaching service center.

Article 45 Grading Requirements: ① The grading team will be divided into people and topics. , the lesson preparation team leader makes overall arrangements, divides labor and cooperates to ensure the successful completion of the task; ② The grading teacher carefully grasps the grading standards, achieves consistency between leniency and strictness, fair and objective grading, prevents omissions and wrong corrections, and strictly prohibits fraud to ensure the quality of grading.

Article 46 Before the examination paper review, the lesson preparation team should focus on feedback on the students' performance and discuss the important and difficult points of the review. The examination paper review must first analyze and summarize, and then fill in the quality analysis report. Focus on the evaluation, and avoid the "running account" style of lectures. )

Article 47 Teachers should learn from each other's strengths and grow together. Teachers with less than 3 years of teaching experience should attend no less than 30 classes per semester, and the director of the Teaching Service Center and the Director of the Teacher Development Center should attend no less than 30 classes. The vice principal in charge of teaching shall have no less than 40 lessons, and the other teachers shall have no less than 20 lessons.

Article 48 School leaders must strive to be comprehensive in their lectures, covering teachers of different grades, subjects, and levels. , strive to have a grasp of the classroom teaching situation of all teachers every school year, especially the ninth-grade teachers, young teachers, key teachers, and teachers with weak teaching ability to focus on and follow-up lectures.

Fourth. Article 19 Teachers must carefully fill in the lesson observation record after listening to the class, and the items in the record book must be completed. The records of the teaching process must be complete, reflecting both teaching and learning, and pay attention to classroom teaching evaluation.

Fifty points must be evaluated after listening, take the initiative to evaluate lessons, actively communicate, and make instant evaluations; conduct a comprehensive analysis of the entire classroom teaching, grasp the main purpose, highlight the key points, write down the advantages, disadvantages, and improvement suggestions in items, and resolutely It is necessary to put an end to the phenomenon of only listening without evaluating or only providing advantages but no shortcomings and improvement suggestions. Young teachers should write down their doubts and feelings about listening to the class to facilitate their own improvement.

Article 51 The teaching and research group activities are organized by the teaching and research group leader, and the lesson preparation group activities are organized by the lesson preparation group leader. All subject teachers must participate and keep records of teaching and research activities on time. examine.

Article 52 The leader of the teaching and research team and the leader of the lesson preparation team are directly responsible for the quality of school teaching. The leader of the teaching and research team and the leader of the lesson preparation team are responsible for checking the teachers' teaching plans, teaching reflections and homework corrections every week, and keep records and submit them to the Teaching Service Center for inspection and filing at the end of each month.

Article 53: Each teaching and research group will carry out teaching and research activities once a week, no less than 16 times per semester, and no less than 2 hours each time.

Each teaching and research activity should achieve "four determinations": a determined time, a determined location, a determined theme, and a determined central speaker. Each activity has research conclusions or goals to achieve, as well as research records. It should not be a mere formality.

Article 54 Senior teachers must give at least one demonstration class or one special lecture every year. Young and middle-aged teachers must give at least one high-quality class or seminar class every school year. Those with less than 6 years of teaching experience Teachers must give at least one reporting class every semester.

Article 55 The school holds a teaching skills competition for young teachers every year. All teachers under the age of 35 participated. An excellent review course competition for ninth-grade young teachers is held every year. All the teachers in the teaching and research group have set up a lesson polishing team to make every effort to repeatedly polish lessons for young teachers. The school expert group, senior teachers, and famous teaching teachers serve as judges.

Article 56 Each teaching and research group will conduct at least one special lecture on subject teaching (with plans, themes, activities, summaries, etc.) every semester, led by the subject teaching and research team leader, key teachers at the district level or above, and famous teaching teachers Lecture.

Article 57: Invite 2-3 experts to the school to give a lecture every semester; invite district inspectors, listed inspectors or teaching researchers to the school to give lectures, review classes and interactive exchanges, etc. Teachers provide professional guidance

Article 58 The teaching and research team shall select teachers on time to actively participate in various lectures by famous teachers, report classes, quality classes, demonstration classes and seminars organized by the municipal and district education authorities.

Article 59: Each teaching and research group will hold at least one subject-related large-scale student activity in each term, such as speech contests, textbook plays, top ten singers, experimental skills competitions, etc. The teaching and research groups will formulate plans at the beginning of the semester. Report to the Teacher Development Center and the Teaching Service Center for record, and implement it according to regulations after overall arrangement by the school

Article 60 The professional growth of teachers shall implement a companionship system for all teachers, and the companionship forms are interdisciplinary companionship and same-discipline companionship. The Teacher Development Center is responsible for overall arrangements and issuing letters of appointment to accompanying teachers.

Article 61: Paired teachers should formulate tutoring plans and study plans respectively, listen to each other’s classes for no less than 2 sessions per week, and provide opinions or suggestions for training changes on the spot to promote mutual improvement. . The Teacher Development Center is responsible for registration and inspection every month.

Article 62 Development goals for teachers’ professional growth stages. Beginning teachers: one year to get started, two years to pass, three years to take shape, five years to be judged as a rookie; junior teachers: five years to have a plan, to win awards in competitions, research on topics, three years to become a rookie; intermediate teachers: individual Have a plan, be able to research the topic, participate in the studio, and become a district member in three years; senior teachers: have lectures every period, apply for a studio, develop school-based courses, and become a city member in three years.

Article 63 Actively carry out research on topics. Project research should return to teaching practice, take teaching issues as the starting point, and aim to improve teachers' teaching behavior, improve school systems, and improve education quality as the destination.

Teachers should actively explore around school-based management, school-based curriculum, school-based teaching and research, school-based training, school-based evaluation, etc., so that topic research becomes an important support for promoting the connotation development of the school; vigorously implement the concept of "problems are topics, reflection is research, and growth is results" Scientific research concepts, solidly carry out topic research, select real and specific problems as topics for research based on teaching practice, carefully explore scientific and effective teaching models and teaching strategies, reflect in practice, improve in reflection, and effectively solve the reality in teaching practice problems, effectively improve the quality and efficiency of classroom teaching, and make topic research an important measure to promote the research activities of "implementing effective teaching and building efficient classrooms", thus gradually forming the idea that "topics are selected from classroom teaching and research is done in classroom teaching" The research culture is to find the answers in classroom teaching and use the results in classroom teaching; adhere to the "short, small, practical and fast" as the guiding principle for educational and scientific research work, and follow the "small steps, low steps, fast pace, Conduct research on the subject based on the principle of "seeking practical results", allowing teachers to put themselves in the teaching situation with a researcher's mentality, examine and analyze various problems in teaching practice with a researcher's perspective, reflect on their own teaching behaviors, and analyze emerging teaching problems Conduct research and summarize the accumulated teaching experience; the school teacher development center should do a good job in project application and project establishment, and provide effective guidance to teachers' research work. Develop research plans, organize action research, strengthen process guidance, and deepen subject research; conduct final appraisals and promote outstanding results.

Article 64 Actively participate in national, provincial, municipal, district and school-level research projects. Adhere to school-based curriculum development. Each teaching and research group develops at least one school-based course and compiles school-based teaching materials that meet the actual needs of school students.

Article 65: Create a strong scientific research atmosphere. Clarify the relationship between teaching and scientific research and improving the effectiveness of classroom teaching, gradually improve the teacher teaching and scientific research work system and teaching and scientific research work assessment plan, ensure the guarantee mechanism of teaching and scientific research funds, and the school should reward teachers for papers published in core journals of the subject. Chapter 2 Inspection and Supervision.

Article 66: Establish a regular teaching inspection team composed of the Teacher Development Center, Teacher Service Center and Teaching and Research Team Leader (Lesson Preparation 1 and 5), and formulate corresponding The supervision and evaluation plan adopts a combination of regular and irregular, census and spot checks to conduct full supervision of teachers' lesson preparation, teaching, listening and evaluating, homework correction, student counseling and teaching and research activities once a month, and implements One check - report, one check and one rectification, standardize the regular teaching process and improve the quality of teaching.

Article 67 In addition to regular inspections, schools should also conduct quality inspections on teachers’ classroom teaching, discipline attendance, mid-term and final quality inspections, and participate in various political studies and cultural and sports activities organized by the school. , conduct a comprehensive evaluation of teachers’ teaching performance during the semester, and store various inspection results in teachers’ business files.

Article 68: Conduct a class-based student teaching evaluation activity and parent satisfaction assessment on teacher teaching and management once every semester to collect comprehensive evaluations and suggestions from students and parents on teaching. And included in teacher performance evaluation.

Article 69 The teaching and research group (lesson preparation group) and the grade department are the grassroots units that handle regular teaching work. They should cooperate with the Teacher Development Center and the Teaching Service Center to do a good job in the "Ten Investigations" work:

1. Check the study case or tutorial case;

2. Check the collective lesson preparation;

3. Check the class;

4. Check the homework Correction;

5. Check extracurricular tutoring;

6. Check teaching reflection;

7. Check lectures and evaluate lessons;

8. Check the feedback from students and parents;

9. Investigate the situation of substitute teachers;

10. Check the ideological quality and professional growth and improvement.

Article 70: Establish a scientific quality control system and a strict reward and punishment mechanism, create a good atmosphere for the whole school to focus on quality, and create a teaching management team with excellent quality, excellent work style, courage to manage, and good management team, to cultivate a team of teachers who are dedicated, professional, and dare to be responsible for quality.