How to drive high-quality teaching with high-quality teaching and research? Grasp these 15 key points...
Reference for primary and secondary school teachers 2022-10-19 17:56 Posted on Beijing
The following articles are from New Principal Media , author Li Hailin
source 丨"New Principal Media" WeChat official account, compiled from the "2022 Primary School Curriculum Week Theme Summit" "Teaching and Research Goals: What to Do and How to Do"
Author 丨Li Hailin, principal of Shanghai New Era Bilingual School
Our daily teaching work mainly includes five things: lesson preparation, class, homework assignment arrangement and review, tutoring students, and exams. It seems quite simple, but some phenomena gradually appear:
0 lesson preparation, mainly for several people to prepare, and then take it out for everyone to use; the school-based homework has become a teacher who has compiled several questions by himself; layered tutoring has become a simple training of excellent and poor auxiliary; in terms of teaching, some teachers complain that the unified teaching model implemented by the school is not suitable for the subject he teaches; only analyzing the total scores of students' exams has little effect on teaching improvement...
teaching and research activities are the basis and guarantee of teaching professionalism. We are doing teaching and research, but the key to solving these phenomena is that we must make teaching and research activities point to the specific development of teaching, and professionally upgrade and transform five daily teaching tasks:
collective lesson preparation using processes, school-based homework with clearer classification and goals, standard and personality dialectically unify the teaching model of , more systematic and complete student tutoring, and scientific and accurate test paper compilation and analysis.
collective lesson preparation
collective lesson preparation does not simply gather teachers together to prepare lessons, nor does it mean to assign a semester text as a task, let alone let one teacher prepare this article and another teacher prepare that article, which becomes the division of labor for preparing lessons.
Back to the origin, lesson preparation is the most common professional work for teachers, and all professional work has an important feature: it is based on rich resources.
Therefore, collective lesson preparation should integrate the core two points into the entire step: first, whether you have resource awareness, and second, whether you have cooperation awareness.
The first step in collective lesson preparation is to examine more than 3 excellent cases and see the process and methods of other good teachers preparing the best lessons. (recommended to take 20 minutes)
Doctors perform an operation, and it depends on how the best doctors in the field of surgery do it; the designers should also refer to the design ideas of senior designers under the same geographical and geological conditions for a construction plan.
Similarly, before teachers prepare lessons, they must examine more than 3 excellent lesson preparation cases, including lesson preparation content, PPT, and even video lesson cases.
Step 2 is prepared by a teacher, and other teachers participate in the discussion, and it is modified to prepare lessons for yourself. (recommended to take 20 minutes)
The so-called collective lesson preparation is not to use other people’s lesson preparation results for everyone. The most important thing is to start based on reality and discuss each other. There is a teacher who is responsible for preparing for preparation, based on three excellent cases; other teachers must participate in the discussion; finally, the teachers modify it into their own version according to the master's plan.
Step 3, discuss it again after actual combat, put forward modification opinions and archive them. (recommended to take 10 minutes)
After the teacher finished class, he had a personal feeling and would like to discuss it again. What to discuss? Where is effective and where is not so effective.
At this time, the main teacher must make changes immediately and then archive them. If there were no paper modification records, I would have forgotten it until the next year to come and read this text.
The whole process takes about 20 minutes in the first step, the second step takes 20 minutes in the second step, the third step takes about 10 minutes in the third step, and the weekly group lesson preparation takes about 50 minutes, which is worth it.
homework school-based
http://www.sub.com/ It does not depend on how many questions the teachers have compiled themselves. The questions can be compiled by the teachers themselves or learned from the outside.
The key lies in the job effect. To this end, the teaching and research group should put corresponding type labels on each question, and teachers will understand what each question is for, when to use it, what functions it takes, etc.
— The core of homework school-based system is homework classification.
There are three classification methods:
① Teaching classification (when should I use it): includes pre-exercise questions, example questions, in-class training questions, and after-class exercises.
pre-examination questions are questions prepared for learning new knowledge; example questions are explained to students in class by the teacher to help students understand the connotation and extension of knowledge; in class training questions, after the example questions are finished, they should practice immediately after helping students understand knowledge, otherwise they will forget and have no feelings. Pay attention to the reference form and distinguish between example questions, training questions and after-class exercise questions.
② Function classification (what role plays for students): includes knowledge introduction questions, knowledge understanding questions, knowledge consolidation questions, and knowledge expansion questions.
Knowledge introduction question is a question that lays the foundation for students to learn knowledge; knowledge understanding questions show students the connotation and extension of knowledge; knowledge consolidation questions, when students understand knowledge consolidation questions, they must timely consolidate their understanding of knowledge and thinking skills; knowledge expansion questions are questions that use the knowledge they have learned to deduce new knowledge.
③ Difficulty classification (what level is used by students): includes basic questions, difficulty questions, high-difficulty questions, and innovative questions.
But this is just one link. Overall, the school-based homework is needed to sit down quietly and discuss it according to the process:
① The subject homework model is proposed by the teaching and research group leader. includes the basic requirements and formats of subject assignments.
② Assign the homework design for each lesson to the specific teacher. is distributed equally in principle, with main and backup + auxiliary.
③ Determine the type criteria for each homework question. is classified into pre-exercise questions, example questions, in-class training questions and after-class exercise questions according to teaching, and then it is labeled with functional labels and difficulty labels respectively.
④ Job volume evaluation. can be adjusted based on the time for students of medium-level levels to complete different types of homework questions as the benchmark and can be adjusted according to the specific situation.
⑤ Assessment of the benefits of the job. The teacher discusses the effect of using this set of homework, and the main preparation teacher will adjust it in time.
⑥ Homework sorting and archive. Teaching and Research Group Leader sorted and archived the homework for one semester.
Exploration and promotion of teaching model
It can be said that discussing teaching is the main body of the school’s teaching and research activities and the most important task of the teaching and research group. However, the teaching and research group discusses teaching and a certain teacher discusses teaching.
For example, there are 25 people in the Chinese teaching and research group. It is difficult to completely unify their teaching, but it cannot be missing the management of teaching and guidance on the steps, methods and methods of classroom teaching.
Therefore, the core of teaching and research group discussion is to grasp the teaching model, explore and promote the teaching model.
In my opinion, the key to this work is two points: learning logic patterning and model structure standardization, but it must be completed through 4 steps:
. Learning logic establishment.
What is most teaching logic right now? It is the teacher's logic, and the subject is the teacher. When preparing lessons, the first step for teachers to consider is often what they want to do, which is completely from the teacher's perspective.
but that's not enough. Teaching logic should be based on learning logic, and the logic of learning knowledge should be considered first. In other words, when teachers prepare lessons, they should think about how students learn, what the first step is to do when students learn this text and this knowledge point.
This is our logical starting point, and many teachers often do not consider it.
. Transform learning logic into teaching mode.
This means that teachers should help students learn. After the teacher understands the path of students to learn knowledge, he should truly help students take these steps well in teaching, rather than just considering completing preset teaching steps.
. Transform teaching mode into class evaluation standards.
After completing the above two steps, it must be converted into a standard for evaluating classes. The criteria for class evaluation include: Is the teacher’s teaching design based on students’ learning logic? Can teaching steps help students learn well? Where is the evidence for the establishment of the teaching model? List it according to 1234... In the future, you can carry out solid teaching and research activities and listening and review activities based on standards and evidence - many schools organize listening and review activities, but the effect is not so good, because the previous three steps were not done in place.
. Carry out listening and evaluation activities.
After the course evaluation standards are available, you can carry out listening and evaluating activities. This is the most common and important teaching and research model.
Complete these 4 steps and the professional transformation of classroom teaching is completed.
Here is a little more extension, what is classroom teaching mode ? What is the core?
After reading a large amount of expert research materials, I summarized and refined: teaching method and activity method, how to combine and structure the two teaching methods - that is, to arrange troops and plan the article, and talk carefully when it is time to talk, and do activities when it is time to do activities.
teaching and research group and teachers should pay special attention to this. These two methods are completely different and have different requirements for teachers and students.
teaching method needs to solve four problems:
① I will tell the students about the knowledge. requires accurate and refined teaching language.
② I want the students to listen carefully. It is very difficult to listen to a person talk for 40 minutes, so the teacher needs to manage the discipline.
③ After listening to it, the students remembered what I said. requires the use of memory teaching.
④ When students take the exam, they write what I said on the test paper. The teacher explained it clearly, the students remember it, but how should we use standardized language to express it during the exam? The four problems to be solved by the
Activation method are:
① I design a learning activity for students. How is the learning activity designed in ? Can students master knowledge in this activity?
② Students complete the learning activities under my guidance. Can students complete it? If it cannot be completed, how should the teacher set the steps?
③ Students express their activities results. Do students have any results in their activities? If you don’t even have the results, it cannot be expressed.
④ Write the results of the activity on the test paper during the exam. also involves the issue of standardized expression.
The system and implementation of layered tutoring
Some people say that student tutoring is what we call the poor training of excellent and auxiliary training?
In fact, in my opinion, teaching guidance for learning situation analysis, layered homework and elective courses can form a complete student tutoring and teaching link.
First, learn situation analysis. classifies students' subject learning status this month based on the grade teaching and research group. Generally speaking, it is enough to divide it into three layers of ABC, and it is not necessary to divide it into more.
Next, layered jobs. assigns different homework volumes and question types to different students. Otherwise, some students will never complete their homework and cannot meet the teacher's requirements. Will they still be interested in learning?
A layer, with a small amount of homework, it is enough to set up knowledge comprehension questions, knowledge consolidation questions, basic questions, and difficulty questions; B layer, with a medium amount of homework, and knowledge expansion questions and high-difficulty questions should be added; C layer, with a large amount of homework, and knowledge innovation questions should be added on the previous basis.
Finally, different types of elective courses must also be developed and implemented. Students in the A layer specify elective courses, that is, courses that make up for the difference. For example, if the mathematics is a little worse, they specify elective courses for mathematics. Students on the B and C levels are more free and larger, namely subject courses and interdisciplinary courses. Combining the three aspects of
, students' tutoring work is done in place.
Exam paper preparation and analysis of scores
When facing the exam, three things should be paid attention to: First, how to issue the test paper? Second, how did the test paper come out? Third, how to analyze the students’ scores?
Here we provide you with three bidirectional breakdown lists .
The first table is used to prepare test papers. How to use
? For example, I have learned n chapters this semester, and arranged the knowledge points that should be known and understood in each unit in the table, and then selected the teaching objectives of each knowledge point, which are divided into memory, analysis, understanding, and application. For example, if the knowledge points in the first unit require students to remember, check it in the "Memory" column. After
is arranged, think about which type of question this type of knowledge is suitable for, such as knowledge that needs to be memorized is suitable for filling in the blanks. How much difficulty is set? Is it a basic question, a high-difficulty question or an innovative question? Which section is suitable for the test paper? What is the title number? After filling out this form, the test paper was almost completed.
The second table is used for test paper analysis.
The content of this table is compared with the first table. The layout is changed, and the quality of the test paper can be analyzed in a complete manner:
• Has the textbook content been completely covered? Is there any omission?
• Are the key contents of the textbook reflected in the number of questions and scores? How is it reflected?
• Does the level requirements of the test questions reflect the teaching objectives of the relevant content?
• Is the difficulty ratio of the test questions appropriate?
• Is the source of the question diversified?
• Is the question type diversified? Do the question type and level requirements fit?
The third table is used for teaching quality analysis .
In the past, our analysis of students' test scores was just analyzing the total scores. We cannot know which chapter is well taught or not, and it has little effect on teaching improvement.This table adds a student score analysis section, which covers the students' learning situation and the teacher's teaching situation. Specific weaknesses can be found in all aspects:
• Statistics the test scores of different chapters and different knowledge points. The average score rate, high score rate, and low score rate of each chapter are clearly visible. To determine which chapters and which knowledge points are taught well and learned well, have the teaching goals of each chapter been achieved?
• Statistical memory questions, analysis and understanding questions, and use the average scores of questions, to see which type of question has a higher score rate and which type has a lower score rate. This will distinguish students' learning level and indirectly infer the gains and losses of teaching. For example, if the score for memory questions is high and the score for analysis and comprehension questions is low, the teaching is biased.
• Statistics the student score rate of questions of different difficulty levels, and infers the depth of students' learning and whether the teacher's teaching depth is suitable.
• Statistics the scores of different types of questions, and infers whether students have mastered relevant test-taking skills when answering questions of different types of questions.
Finally, looking back, what are professional school teaching and research activities?
Professionally transforms the five things in teachers' daily teaching work. There are 3 things for preparing lessons in the first part, 4 things for class in the second part, 3 things for homework in the third part, 2 things for tutoring, and 3 things for exams, and 15 things for a total of 15 things. Professional school teaching and research activities are to do these 15 things well.
