学校公开教学活动总结(Summary ofschool public teaching activities)XX年月10日,学校举办了第十届“知新杯”公开教学活动。
本次活动,得到了各级领导及兄弟学校的极大关注,教育局、教育研究院、兄弟学校(33中)、友好学校(集贤一中)以及双鸭山初中学校等多家单位的领导、专家莅临我校指导,为本次活动增添了光彩,提升了品位。
“知新杯”公开教学活动,紧扣教改脉搏,紧扣教学实际,理念不断创新,主题不断升华。
这项活动的开展,提高我校的课堂教学质量,调动了广大教师课堂教学改革的积极性。
在这项活动的引领下,我校高考连攀新高,赢得了学生认可、家长认可、社会认可,为双鸭山的教育事业发展做出了贡献。
(On the 10th of XX, the school held the 10th "Knowing New Cup" public teaching activities. This event has attracted great attention from leaders at all levels and brother schools. Leaders from the Education Bureau, Education Research Institute, Brother School (33 Middle School), Friendship School (Jixian No. 1 Middle School) and Shuangyashan Junior High School, etc. Experts came to our school for guidance, adding luster to this activity and improving the taste. The "Knowledge New Cup" public teaching activities closely follow the pulse of teaching reform and teaching practice, with continuous innovation in concepts andcontinuous sublimation of themes. The development of this activity has improved the quality of classroom teaching in our school and aroused the enthusiasm of teachers in classroom teaching reform. Under the guidance of this activity, our school's college entrance examination has continuously climbed new highs, won recognition from students, parents, and society, and contributed to the development of Shuangyashan's education.)下面我从四个方面对本次活动加以总结。
(Let me summarize this event from four aspects.)一、主题鲜明模式新颖(1. Bright theme and novel model)1、本届“知新杯”公开课的主题是:“实施有效教学,构建生命课堂。
”有效教学通过“适应性、分层次、导学案”加以实施;生命课堂凸显标志是“以人为本的教学理念,民主和谐的师生关系、激情活力的课堂氛围、发展超越的价值追求”。
(1. The theme of this "Knowledge New Cup" open class is: "Implement effective teaching and build a life classroom." Effective teaching is implemented through "adaptability, hierarchy, and guidance plan"; the highlight of life classroom is "people-oriented" Teaching philosophy, democratic and harmoniousteacher-student relationship, passionate and energetic classroom atmosphere, and the pursuit of value beyonddevelopment.")2、本届“知新杯”公开课采用“三维五环”教学模式。
(2. This "Knowledge Cup" open class adopts the "three-dimensional and five-ring" teaching model.)三维,即“教师维度、学生维度、目标维度”,从教师的主导作用、学生的主体地位出发,以目标教学为导向,从三个维度上立体地构建课堂。
(Three-dimensional, namely "teacher dimension, student dimension, target dimension", starting from the leading role of the teacher and the main body status of the students, with target teaching as the guidance, the classroom is constructed three-dimensionally from three dimensions.)五环,即把课堂教学划分为五个环节,分别从三个维度上,建立五个环节的相互关系,整体地设计教学流程。
(Five rings, that is, the classroom teaching is divided into five links, and the relationship between the five links is established from three dimensions, and the teaching process is designed as a whole.)“三维五环”关系图示:("Three-dimensional five rings" relationship diagram:)︱———————五环——————————︱(︱——————— Five Rings——————————︱)—教师(主导)——学案引导→分组巡导→点拨指导→选讲精练→归纳总结(— Teacher (leading)——study plan guide→grouptour guide→schedule guide→selected lectures andrefined→summary)︳↓ ↓ ↓ ↓ ↓ ↓(︳↓ ↓ ↓ ↓ ↓ ↓)三(three)学生(主体)——自主先学→合作研学→交流互学→梯练固学→反思感悟(Student (main body)-independent learning → cooperative research → communication and mutual learning → solid learning→ reflection and perception)维↓ ↓↓ ↓ ↓ ↓(Dimension ↓ ↓ ↓ ↓ ↓ ↓)︳(︳)—目标(主向)——生成问题→互助释疑→提炼方法→分层提高→理解内化(—Goal (main direction)——problem generation → mutual assistance to explain doubts → refinement methods → layered improvement → internalization of understanding)第一个环节,教师通过学案,引导学生自主先学,生成问题;(In the first link, the teacher guides the students to learn first and generate problems through the study plan;)第二个环节,教师分组巡视,指导学生合作研学,完成释疑;(In the second link, teachers make inspections in groups, guidestudents to cooperate in research and study, and complete doubts;)第三个环节,教师点拨指导,学生通过交流互学,提炼方法;(In the third link, teachers provide guidance, students learn from each other through exchanges, and refine methods;)第四个环节,教师精选精讲,学生分层练习巩固,分层提高;(In the fourth link, teachers select intensive lectures, students practice and consolidate by level, and improve by level;)第五个环节,教师归纳总结,学生通过反思感悟,理解内化。
(In the fifth link, the teacher summarizes and summarizes, and students understand and internalize through reflection.)“三维五环”教学模式的提出,既有理论依据,又有实践基础。
这种教学模式,是在注重教学原则、注重教学实际、注重教师能力、注重学生基础之上提出的,这种教学模式,体现了(1)教学设计的清晰度;(2)学生参与的广泛度;(3)问题抛出的适应度;(4)合作探究的深入度;(5)教师引导的准确度;(6)目标呈现的层次度;(7)学习过程中的感悟度。