The long road of teaching and research, I will explore up and down

In this fragrant osmanthus and refreshing golden autumn, we are about to celebrate the 69th birthday of our motherland. Our teaching and research team leaders of various subjects and grade groups in primary and secondary schools in Dazhai Township, led by Director Zhang Hongsen of the Literature Classroom, went to Anyang, a famous cultural city, at 5 o'clock in the morning on September 28 to participate in the three-day "Teaching and Research (Lesson Preparation) Team for Primary and Secondary Schools" Long-term performance core competency training class" study.

During these three days of study, we listened to "How to Become an Excellent Teaching and Research (Lesson Preparation) Team Leader", "Practical Methods of Slicing Teaching and Research Technology", "Methods and Strategies of Teacher Workshops" ", "Classroom Observation and Evaluation Methods and Strategies" four reports, and observed a seminar on "Wanglu Mountain Waterfall" and ancient poetry teaching given by Principal Song of Ginkgo South School. I have benefited a lot from this study and gained a lot. Not only is there rich theoretical influence but also practical guidance in classroom practice, which makes our body and mind always immersed in the joy of harvest, and also points the way forward for our subsequent teaching and research activities.

In "How to Grow into an Excellent Teaching and Research (Lesson Preparation) Team Leader" by Teacher Du Xiaobo from the Yindu District Educational Training Center, Teacher Du first started from 1. What is a teaching and research team? 2. Functions of teaching and research groups 3. Problems existing in traditional teaching and research groups. 4. The in-depth and detailed explanation of the operation of modern teaching and research groups gave me a deeper understanding of the teaching and research groups.

Then he talked about the planning of teaching and research activities based on the specific teaching and research activities in his district. Teaching and research activities cannot be too big, and should be carried out from three perspectives (1. Seeking breakthroughs in confusion 2. Exploring regeneration in successful experiences 3. Sorting out intersections and gaps in different experiences or perspectives) and four approaches (1. Observation and thinking 2. Communication and interaction 3 .Detail processing 4. Study and analysis) to find breakthroughs. He proposed that we should pay special attention to small teaching and research during class. This seemingly inconspicuous small discussion during class may collide with great wisdom.

Teacher Du also explained to us how to select and train teaching and research team leaders from the professional qualities that teaching and research team leaders should possess. This question was also taken out as one of the questions in the themed salon activities.

During the three-hour report meeting in the morning, the venue was completely silent and the seats were packed. I can only hear the rustle of everyone writing furiously and see everyone's concentration and concentration.

At 2:30 in the afternoon, we gathered again in the gathering place to listen to Teacher Jia Hongxia’s "Practical Methods of Slicing Teaching and Research Technology". Teacher Jia first asked: "What is teaching slicing?" and asked everyone if they have heard of teaching slicing? Only one teaching and research fellow from Jiangsu had heard of it. I have never heard of these technical terms. Teacher Jia explained to us what teaching slicing is through conceptual explanations and short videos of classroom recordings. The advantages of teaching slice diagnosis and lesson evaluation make us marvel at the advancement of modern teaching technology. In the implementation process of slice diagnosis, we can observe excellent typical fragments, and through our own practical experience, analysis, induction and improvement can become a highly practical theory.

Throughout the afternoon report, Teacher Jia gave a clear and in-depth explanation of how to apply the diagnosis of slice teaching in practice, which made us feel confused at the beginning and became enlightened later. Teacher Jia deserves to be a front-line teaching and research director, and the theories derived from classroom practice are even more powerful when spoken.

The study on the morning of the 29th was more down-to-earth and more practical for us. At eight o'clock sharp, we took a bus to Anyang Ginkgo South School to visit and study. Before our excitement and curiosity subsided, our destination came into view. We were amazed by the clean and tidy campus environment and the beautiful lines of chalk writing everywhere we looked. Under the leadership of the staff, we came to the school’s lecture hall. A spiritual and visual feast has been carefully prepared for us there. As people entered the venue one after another, a promotional video for Ginkgo South School was played on the big screen, which shocked us. After everyone was seated and the host gave a brief introduction, today's protagonist appeared on the stage.

Principal Song’s section of “Looking at the Lushan Waterfall”, from introduction, literacy, reading poems and thinking about pictures, to expansion and improvement, was completed in one go like clouds and flowing water. We were amazed and sighed, what a good lesson. Principal Song guided the children in every step and subtly led the children to fall in love with the study of ancient poetry. She uses arousal and motivation to let children read the beauty of poetry. Every point is worth recalling and pondering.

Then comes the lesson evaluation and discussion sessions. The Chinese teachers in the school were divided into two groups and began to put forward the advantages and disadvantages of this lesson. In the heated discussion, everyone expressed their opinions and expressed their understanding of this lesson.

Finally, Principal Zhang Aiqing gave a micro-lecture on how the school conducts teaching and research. She started with what teachers need most - how to improve teachers' classroom teaching abilities. Start by breaking through three hurdles: 1. In-depth interpretation of the curriculum standards and teaching materials. Path: training + research + internship. 2. Transform interpretation into instructional design. Method: Prepare lessons collectively. 3. Expand teaching design into specific and rich teaching activities. Way: grinding classes. Only when you go through classes and cry, can you truly grow.

This class is not only the study of an ancient poem, it is also the transmission of ideas and culture. In the final analysis, what can be passed down in the final analysis is ideological and cultural things. The so-called culture is a kind of thought. The reason why China is the only one of the four ancient civilizations that stands tall in the world is because China has a culture spanning five thousand years, and the carrier of culture is the poems, songs, and poems left over from history.

In the final expansion and improvement part, Principal Song used a lot of poetry learning, which not only expanded the height of the Chinese language, but also solved the problem of who should be cultivated in this era? How to train people? The question of training people for whom. What's more important is that the talents we train must have Chinese thoughts and culture. Only in this way can we be more cohesive. The study of ancient poetry is a kind of accumulation of literary accumulation, enriching the cultural level, and a high degree of inheritance of thoughts and souls. It can be seen from the fact that our country has attached great importance to the recitation of classics in recent years. Everyone has realized how important traditional classics are in the ideological and cultural influence of our people.

We spent the afternoon in two lectures. Teacher Zhu Xianhe's "Methods and Strategies for Classroom Observation and Evaluation" gave me a deeper understanding of how to observe and evaluate classes. Teacher Zhu elaborated on the classroom observation strategy from 4 dimensions, 20 perspectives and 68 observation points.

On the 30th, four issues were extracted from these four reports and a themed salon activity was held. Teachers and researchers from 12 provinces and cities across the country were divided into several groups for discussions and presentations. Let us form our own understanding through thinking and discussion in the four reports over the past two days through cooperation, study, and exploration.

The three-day teaching and research training is over, and my study and thinking about teaching and research activities have just begun. Next, I will gradually put the theoretical learning from this trip into practice in teaching and research activities. On the long road of teaching and research, I will search up and down.