制定计划前,要分析研究工作现状,充分了解下一步工作是在什么基础上进行的,是依据什么来制定这个计划的。大家想知道怎么样才能写一篇比较优质的计划吗?以下是小编为大家收集的计划范文,仅供参考,大家一起来看看吧。
语文课改工作计划 课改工作计划数学篇一
10月21日、22日我们全市园长在市委党校有幸聆听了华爱华、潘洁、黄琼等幼教专家、名园长及市级骨干教师,就课改背景下的课程管理与领导、园本研究与教师专业成长、幼儿园教育评价等专题讲座和经验交流,专家们在总结本市二期课改试点园实践经验的基础上,抓住学前教育课程改革管理中的关键点,通过课改园的管理经验介绍和专家的点评意见,使我们很有启发,为我们在今后阶段实施二期课改指明了方向。我们应该结合二期课改的良好势头,结合幼儿园教育的实际,在学习、内化专家报告的过程中相应制定今后工作中的一系列计划和措施,才能把二期课改的精神真正落到实处。下面是我园实施二期课改过程中的很不成熟的一点做法和计划,在这里和大家作个简单交流。
强化师资培训,把二期课改的理念融入到教师的日常教学行为之中,切实转变教师的教学行为和幼儿的学习方式;以幼儿的发展为本,创设良好的环境,激发幼儿学习的兴趣,培养幼儿创新精神和实践能力;发展办园特色,开发园本课程。开展新课程改革实验,建立促进新课程实施的师生发展评价机制,促进幼儿园的可持续发展。
1、加强学习和培训,提升教师的教育理念,努力打造一支适应二期课改需要的教师队伍。
2、结合创建绿色幼儿园和崇明生态岛建设的目标,进一步宣传有关绿色生态的理念,开展环境宣传和实践活动。完善绿色家园建设,尝试各类课程模式的研究,挖掘幼儿园特色,形成绿色教育的园本课程体系。
3、探索并建立课改理念下师生发展评价机制,促进师生共同发展。
⑴启始阶段。~年9月--~年1月,全园全面铺开新教材,幼儿园定期组织专题研讨活动,课程领导小组加强对新教材实验过程的及时调控,并结合绿色家园的实践活动,开发园本课程。⑵深化阶段。~年2月--~年8月,二期课改领导小组及时总结、反愧修正新课程的实施情况,挖掘教师在新课程实施过程中的经验,并形成阶段性总结。⑶总结提炼阶段。~年9月起,认真总结课改工作,通过公开教学活动,在全园推广新教材试行的成果,并把新教材以及其它一些教材版本以及绿色园本课程进行剪裁、整理,提炼成具有本园特色的园本课程体系。也将借助县教科室、教研室及姐妹园领导的指导帮助,对我园实施课题研究的成效,运用科学的方法共同进行验证,从而形成符合我园特色的绿色教育培养目标体系、绿色实践活动模式与方法体系、绿色教育园本教材和家、园、幼儿互动式的评价体系,并以此来推动我园的二期课改向纵深发展。
(一)、组织落实,确保课改工作顺利实施
成立二期课改领导小组,由园长任组长,副园长任副组长,教研组长任工作领导小组,幼儿园二期课改领导小组的组长负责策划、协调,对二期课改进行总体规划,使课改与我园的发展规划相结合,并协调人力、物力、财力等各方面资源的调配,从根本上保证二期课改的进行;副组长负责对二期课改中的一些问题、措施等进行各方面的调研,坚持以科研为先导,不断推进课改进程,并适时对我园课改动态进行宣传,总结;实践、探索工作由工作小组长负责落实,制定详细的行动计划,分阶段、分层次地落实推进,广泛听取教师意见与建议,做好部署与反馈的工作。领导小组成员既有分工,又有合作,使工作更落到实处,为切实推进二期课改打下扎实的基础。
(二)、加强学习与培训,提高教师实施课程的能力
教师是实施课改的主力军,加强教师的培训是课改成功的关键。我们以县、园二级培训为主要基点,一方面要求每个教师参加进修学校的新课程培训班的学习,保证“先培训,后上岗,不培训,不上岗”的原则;另一方面以园本研究为基本形式,提高培训的针对性和实效性。
1、加强理论学习,提高教师对二期课改的认识
为加深教师对《纲要》《课程指南》的理解,采取集体辅导、印发学习资料,邀请专家来园辅导等多种形式让教师进一步熟悉了解二期课改精神实质,了解课改的深刻含义,课程所追求的本质内涵,使课改成为教师教育教学中的内在需要;其次组织教师围绕课程的基本理念、课程的目标和课程实施的关键要素逐一学习研讨,解决“为什么”和“做什么”“怎么做”的问题。
2、教研领先,确保课改工作顺利实施
一是注重对教研组工作的过程管理,重新修订“二期课改”背景下的教研组的功能与职责,明确责任。把教研组长抓好具有本园特色的两个“四个一”作为考核教研组工作的重要方面。提高教研活动的质量。(“四个一”教研模式:时间上定时与不定时相结合,形式上大组与小组相结合,内容上教科与研相结合,方法上参与式培训与开放式研讨相结合。“四个一”园本研究的方法:“主持一个教研活动、参加一个一课三研活动、评析一个教学活动和组织一次社会实践活动”)。
二是教研组要发挥以往教研活动的宝贵经验,结合课改的实践继续开展专题研讨、案例分析、公开教学等多种形式的教研活动,特别是“一课三研”的方式,要做到经常化、制度化。课改领导小组成员要深入教研组,及时总结、反馈课改实施情况,对教师实施课改中
的问题加以指导和调控。
3、科研引路,为课改理念与具体教学行为搭建桥梁
一是定期召开科研领导小组会议,定期对各级各类课题研究进行切实的关心与指导,把课改中碰到具有共性研究价值的问题进行专门研究,形成课题,架构课改理念与具体教学行为的桥梁。
二是运用科研的方法,开展感知探索型、表达表现型和社会实践型的课程模式的研究,通过这些课程模式的研究,转变教师的教学方法和幼儿的学习方式。
4、加强对青年骨干的培养,形成多种形式的培训机制。
一是注重对青年教师教育理论和教育实践等多方面培养;
二是形成新教师“帮教结对”的培训格局,骨干教师形成阶梯式发展的结构;
三是多渠道地为青年教师创设学习的机会和条件,例如:外出学习,上网求知等促进课改的持续发展。
(三)、发展特色,推进二期课改深入发展
二期课改的核心理念是“以人为本”,我们借着二期课改的东风,在幼儿园挖掘周遍资源,开辟了绿色家园的实践基地,创建了绿色家园的园本特色,找准了二期课改的切入口,在二期课改理念的指导下开展了绿色教育的系列活动,促进了幼儿的可持续发展,取得了一定的阶段成果,在此基础上,我们将充分运用这种得天独厚的资源,推进二期课改的深入:
1、以创建绿色幼儿园为契机,把环境教育作为重点工作抓紧抓好。一方面利用学习向教师进一步宣传崇明开发进程中绿色生态教育的意义,帮助教师建立“绿色思想”培养人,用“绿色的观念”教育人,用“绿色校园”熏陶人的观念,并把环境教育渗透在教师日常的教育教学工作中,要求教师每月必须结合环境教育开展一次教育教学活动。
2、完善绿色家园建设,根据小朋友的建议和要求,在基地中建造小山坡、增加烧烤区、开辟小池塘,增加养殖螃蟹、小鱼、乌龟等水生动物角。把原来动物区中的小动物改成散养方式,增加种植区和果园区内各种品种等,为幼儿的探索与创新提供多种实践的环境。并结合在绿色家园中各种教育活动,师生共同构建园本课程,并编制成册。
3、要发动教师和幼儿把幼儿园的特色成果向家长社会宣传,带动家庭的环境教育。一方面通过橱窗宣传拦、讲座等形式,对幼儿、家长进行宣传,不断强化环境意识。二是实施《幼儿家庭环保行动卡》活动,由幼儿园制定《幼儿家庭环保行动卡》,由家长观察指导幼儿在家的环保意识和行为并给予记录,通过活动,增进家园合作,增进幼儿与家长的沟通,改变家长的教育观,感染家长的主动参与二期课改。
4、建立评价体系,促进师生发展
充分发挥教育教学评价的导向作用,探索有利于实施素质教育多层次、多元化教育教学评价模式,构建有利于实施素质教育的科学的评价体系:
⑴建立促进幼儿素质全面发展的评价体系,建立促进教师不断提高的评价体系,建立促进课程不断发展的评价体系,研制有关具体评价方法。
⑵构建评价方式多元机制,加强对评价自身的研究,真正发挥好评价的导向作用。
幼儿园的课改工作在县领导的关心帮助下,在全园教职工的共同努力下,已有了一点成绩,但仍需不断的探索与实践,以上的实施计划将在实践中不断得以修正,以取得不断的进步。
语文课改工作计划 课改工作计划数学篇二
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语文课改工作计划 课改工作计划数学篇三
新学期学校课改工作将根据《学年基础教育课程改革实验工作意见》、教育工作会议以及三元区基础教育课程改革领导小组《关于继续全面深入做好基础教育课程改革实验工作的通知》精神,做好建设学校文化、加强校本培训、强化课改宣传等三项面上工作,突出课堂教学研讨、上好综合课程,深化评价改革、推进农村课改等四项重点工作,采取教学研讨、专题调研、片区活动、集体备课等措施,实现课堂教学、课题研究和评价改革的三个突破,使课改实验工作继续朝着“实”、“深”、“精”的方向发展。
学校将根据新课程要求,以建立健全规章制度为重点,促进学校文化建设。集中精力抓好以下几项制度建设:
1、集体备课制度。讲求实效,做到“三定”(定时、定课题、定主备中心发言人),记录要有备课组成员发言情况,以体现集体备课。
2、教学开放制度。一是向本校教师开放,二是向外校教师开放,三是向广大家长。要充分利用教学开放时机,向广大师生和家长宣传课改精神,为实施新课程创设良好环境。
3、课题管理制度。参照市教科所《课题管理办法》(试行)并结合本校实际,拟定《白沙小学课题管理办法》(试行)。
4、课程管理制度。严格按《福建省义务教育课程实施计划(试行)》安排课程。加强校本课程过程性管理,定期检查教师实施校本课程情况。开设校本课程观摩课,提高校本课程教学质量。
5、师生评价制度。以教育部《关于积极推进中小学评价与考试制度改革的通知》和《福建省中小学学生评价实施意见(初稿)》、《福建省中小学教师评价实施意见(初稿)》精神为指导,进行教师和学生发展性评价制度改革。
6、校本培训制度。按实施新课程要求,并结合本校实际,讲求实效,开展形式多样的校本培训。
校本培训要以转变观念为先导,加强师德教育,改变传统的教育模式,不断增强教师教育创新意识。在课堂教学过程中,充分体现“以人为本”,促进学生全面发展的教育观念,建立平等和谐的师生关系,关心学生学习过程的成长。要深入年段,了解教师需要,确定培训内容。具体要做好以下几项工作:
1、制定校本培训计划。每两周安排一次集中学习,组织教师观看课改专家讲座光盘,听取校领导和学科带头人讲座,讨论课改中遇到的难点问题,交流教育教学经验。
2、制定教师个人发展计划。以教师发展性评价为载体,帮助每位教师全面评价自己,找出自己的不足之处,明确努力方向,制定切合实际的个人发展计划。
3、安排教师参加区以上各类教师培训。
1、学习课程标准。组织全体教师认真学习本学科的课程标准,要求了解本课程的总体目标,熟悉本学段的具体目标,领会教学建议和评价建议精神,充分开发和利用课程资源。
2、开展案例研究。以备课组为单位,认真学习实施新课程优秀案例,扎实开展创设课堂教学优秀案例活动。在课堂教学中要特别注意探讨以下三个问题:一是如何正确认识情感态度价值观教育的内涵;二是在培养学生掌握扎实的知识与技能的基础上,如何重点培养学生综合运用知识技能解决问题和创新的能力;三是如何加强课堂的生成性和教学过程的引导、组织和调控,培养学生养成新的良好的课堂行为习惯和学习方式。
3、青年教师教学比武。五月中旬举办全校性的青年教师教学比武活动。
4、评选校级优质课。三月中旬开展校级优质课评选活动,四月中旬结束。全校共评出优质课15节,其中语文6节,数学6节,英语1节,科学1节,体育1节。从中选出3节送区里参评。(4月30日前)。
5、开展实验年段“教学开放周”活动,组织部分家长听课,参与课程改革。
6、组织教师外出观摩。积极创造条件,安排教师参加区以上教学观摩活动。
7、开展帮教活动。对课堂教学效率较差的教师开展帮教活动,组织骨干教师深入班级听课,分析存在的问题,制定整改措施。
8、开展“学一手、会一手、露一手”系列活动。
1、继续开展学生发展性评价研究工作。重点做好“基础性发展目标评价”研究工作,以此推动其他方面的评价研究。征求实验年段教师实施基础性发展目标评价意见和建议,重新修订部分项目的评价标准,使之更加切合实际。
2、修订教师发展性评价实施细则。认真贯彻《福建省中小学教师评价实施意见(初稿)》精神,正确处理继承与发展的关系,理顺教师评价与教师的职责权利的关系,妥善处理定性评价和定量评价的关系,注意处理评价主体和评价对象的关系和形成性评价和终结性评价的关系。
1、加强课题研究过程管理。期初,各课题组要制定课题研究阶段工作计划,确定每个月的研究内容和具体措施。期中和期末,各课题组都要向学校汇报课题研究进展情况。学校于半期考后将举办一次课题研究经验汇报交流会。
2、发挥重点课题引领作用。组织力量抓好市、区两级的课题研究工作,以此促进校级的课题研究工作。
3、关注课题研究实际效果。探索课题研究的评价方案,以是否促进学生发展作为评价课题研究工作的主要标准。
4、认真做好课题研究资料管理工作。
1、加强课改研究小组成员培训。
2、进一步明确课改研究小组成员职责。
3、做好阶段性检查工作,帮助课改研究小组成员更好地履行职责。
1、提高对综合实践活动课程的认识。组织教师学习有关综合实践活动的理论文章,加深对综合实践活动的理解,提高开展综合实践活动的自觉性。
2、探索开展综合实践活动的形式。一是开展研究性学习活动。要求每位学科带头人负责指导一项研究性学习活动。二是开展社会实践活动。结合学科教学,组织学生参观、访问、调查和参加义务劳动。三是以城乡学校交流为载体,开展综合实践活动。四是继续开展“创设绿色校园”综合实践活动。
1、课改综合试点班:一(1)班、二(1)班、三(1)班。
2、综合试点班工作重点:与上学期相同。
3、对综合试点班教师要求:期初每位教师要根据所在班级的工作重点选择一个方面作为自己的研究重点,在教学过程中认真探索解决问题的办法,于学期结束前总结教学经验在学校内推广。
1、组织教师参加课改片区学校教学观摩活动。
2、与兄弟学校一道探讨课改专题。
组织学科带头人开展送课下乡活动。做到区级学科带头人每人送一节优质课到楼源小学。
附:课改实验主要活动安排表
三元区白沙小学
20xx年3月9日
课改实验主要活动安排表
月 份
活 动 内 容
责 任人
3
1、制定学校课改计划。
2、拟定“学一手、会一手、露一手”系列活动方案及工作计划。
3、制定校本培训计划。
4、开展校级优质课评选活动。
5、参加区教学研讨课活动。
6、参加区实验教材培训。
7、召开学校教学工作会议。
8、检查实验年级“学生成长记录袋”使用情况。
9、组织教师学习课程标准。
10、片区活动:校本培训形式与效果研讨。
饶悌源
饶悌源
饶悌源
卢建钦
卢建钦
卢建钦
饶悌源
方秀琴
卢建钦
饶悌源
4
1、拟定《白沙小学课题管理办法》(试行)。
2、学科带头人送课下乡。
3、征求教师发展性评价实施细则修改意见。
4、开展“学一手、会一手、露一手”系列活动。
5、参加区教学研讨课活动。
6、检查课题研究进展情况。
7、检查校本课程实施情况。
8、检查综合试点班工作开展情况。
9、开展“创设绿色校园”综合实践活动。
10、片区活动:学校教学质量监控工作研讨。
饶悌源
卢建钦
饶悌源
饶悌源
卢建钦
饶悌源
卢建钦
周宇蓿
郑健玲
卢建钦
5
1、青年教师教学比武。
2、学科带头人送课下乡。
3、开展“学一手、会一手、露一手”系列活动。
4、开展实验年级“教学开放周”活动。
5、修改教师发展性评价实施细则。
6、课题研究经验交流。
7、参加区教学研讨课活动。
8、开展科学、艺术学科教学研讨活动。
9、部分课题结题。
10、片区活动:科学、艺术学科教学研讨。
卢建钦
卢建钦
饶悌源
方秀琴
饶悌源
饶悌源
卢建钦
卢建钦
饶悌源
饶悌源
6
1、收集实验年级课标、教材验证材料。
2、撰写课改工作总结。
3、综合试点班教学教育总结。
4、收集教师课题研究论文。
5、召开课改工作经验交流会。
6、片区活动:学生终结性评价研讨。
方秀琴
饶悌源
周宇蓿
饶悌源
饶悌源
饶悌源
语文课改工作计划 课改工作计划数学篇四
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语文课改工作计划 课改工作计划数学篇五
课改实验工作适应当前教育教学改革与发展需要,是一项非常重要的工作,为了我校课改工作能够较好的开展,现制定我校本年度课改工作计划,如下:
农村中小学新课程课改实验工作在我区已经开展六年,经过六年的工作实验,我校大部分教师更新了自己的教育观念,改善了学生的学习方式,使课堂上焕发出生命的活力,课改实验工作计划。同时,由于个别教师对新课程标准中对新课程理念认识的偏差,也出现一些模糊的认识。今年是农村课改实验工作的第六年,我校仍坚持执行国家教育部"先培训,后上岗,不培训不上岗"的原则,切实抓好新课程改革工作,通过校本培训,解决好教学中的具体问题,继续完成教学观念的转变,充分发挥教师的教育创造性。
健全组织机构。由于人员有所变动,本学期又重新组建了新课改工作领导小组。
认真学习,进一步提高认识,转变观念。开学初,我们将继续组织教师认真学习和领会新课改精神,彻底转变教育观念,从课堂教学方法、学习方法、评价机制到管理措施,融入以人为本的教育理念,从关注教育个体,上升到关注教育整体,面向每位受教育者的各个方面。
加大课改力度,保障课改实验工作有效顺利开展。
(1)本学期,我校要求每月召开一次课改工作例会,研讨课改工作中出现的新问题、新情况。同时定期召开课改班学生家长会,对家长、对社会大力宣传课改精神,形成良好的舆论氛围。
(2)上好教材,集思广益,集体研讨,优势互补。我校本学期要求各教研组进行集体备课,集体备课每周进行一次,要选好内容,认真研讨,作好记录,并要求授课教师按研讨过程认真进行教学设计,并把集体指挥的结晶应用于课堂教学实践,最后进行教学反思总结,以达到提高教育教学水平的目的。
(3)注重教师个人反思。各教师要按教学进程对教学流程各个环节进行反思,通过反思,使教师的教学行为真正成为一种实践,并有效的在行动过程中提高教学质量,使教师及时、自觉的在行动过程中提高教学质量,使教学经验理论化,提高教师对教学的总结与评价能力。
(4)指定行之有效的激励机智。本学期,我校在对课改方面研究有成效的教师在评优、评先、职称认定方面给予优先。
八月份
1、组织教师参加区教育局举办的新教材培训。
2、组织教师观看课改录像。
3、组织教师进一步学习《基础教育课程改革纲要》。
九月份
1、集体备课、观看教学录像。
2、教师进行新课改理论学习。
3、邀请骨干教师来我校搞新课改讲座。
十月份
1、教研组继续进行集体备课,观看课改教学录象。
2、新课改理论学习。
十一月份
1、教研组继续进行集体备课,观看课改教学录象。
2、举行校内课改公开课教学活动。
十二月份
1、新课改理论学习。
2、邀请兄弟学校开展新课改经验交流活动。
元月份
1、参评新课改教学设计展。
2、教师撰写新课改心得体会,评选新课改工作优秀教师。
3、参加乡中心校新课改经验交流会。
语文课改工作计划 课改工作计划数学篇六
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语文课改工作计划 课改工作计划数学篇七
新课程改革工作计划
(20xx—20xx年度)
经过几个学期的理论培训表面上看教师的观念已经起了不同程度的变化,但从平时的听课中发现仍有不少教师的教学方法传统陈旧,学生在课堂上缺乏思维的生机活力,所以本学期学校将继续加强对课改理论的学习和研究,采用观看录像,“请进来,走出去”的学习方式,尤其要求各学科《课程标准》的理念深入每位教师的心中,通过各教研组的学习让老师人人牢牢把握其精髓使其更有效地指导课堂教学。
一、本学期要开展以现代教育技术学习运用、课改理论再认识、课程标准再学习、课堂教学大改革和教育教学行为再反思为主题的学习培训活动。结合多媒体设备的使用和教师计算机培训,坚持每周不少于半小时的学习时间,加大课后反思的检查通报力度,促使教师积极、主动的学习。
二、深化教学研究制度,促进教师的专业成长。 本学期,我校参加课程改革的老师和学生的数量大规模扩大了,同时也使课程改革的深化面临新的挑战。因此以校为本的教学研究制度显得尤其重要,它是促进教师专业成长的必然要求,有利于教师的专业发展。
1、加强教研组建设。期初各教研组要认真制订切实可行的活动计划,按计划开展好每次活动,要提高活动的实效。本学期将继续开展组内的课题研究活动,采用分工合作分期展示形式。同时教研组还要组织教师学习新课程标准、学习教育教学理论,对本学科的热点问题开展讨论,指导教师总结教学经验。组织好教研组的公开教学活动,活动要记录完整。同时加大随堂听课的力度,扎扎实实地推进课堂教学的改革,要求教师抓住平时的教学效率,不盲目追求教学上的花俏,扎实提高教学质量。
2、开展“走进新课程”教研活动。在上学期活动的基础上,本学期将每周各组开展一次教研活动。各教研组要在三维目标的达成、学生学习方式的指导、教师角色的转变等方面选择一项内容作为学科教研活动主题。扎扎实实地开展教研活动,教研活动形式多样,全员参与,定时间、定地点、定内容、定负责人,每次活动组长都要做好考勤登记和活动的详细记录,并交教务处检查。教研活动要针对各组实际情况,以听课、评课、说课以及业务学习(学习课程标准、课改最新信息、教改方法等)为主,创造性地开展工作,使教
研活动真正成为广大教师学习业务、探究教学、传递信息、提高能力的重要阵地。
3、定期反思总结制度。通过自我反思,形成反思习惯,倡导对教学进行课前、课中、课后的全程反思,同时及时写下教学随笔、教学案例及教育故事,分析课改中的成败得失,及时反映课改实验情况。以反思提高课改成效。
4、做好课改研讨和经验交流。
三、方法措施
抓好活动,深化课改培训学习。结合学校校本培训计划、教研活动安排表、课改工作计划等工作安排,加大课改理论再认识、课程标准再学习、教育教学行为再反思为主题的学习培训活动。本学期,要组织开展教师多媒体课件制作比赛;教师教学优质课评选活动;把理论学习、教学研究、案例分析、实际运用、阶段反思有机地统一起来。
曙光中学
20xx年3月
语文课改工作计划 课改工作计划数学篇八
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语文课改工作计划 课改工作计划数学篇九
一、指导思想
根据义务教育数学课程标准的基本理念,数学是人类文化的重要组成部分,数学素养是现代社会每一个公民应该具备的基本素养。作为促进学生全面发展教育的重要组成部分,数学教育既要使学生掌握现代生活和学习中所需要的数学知识与技能,更要发挥数学在培养人的思维能力和创新能力方面的不可替代的作用。让学生在数学学习中体会数学的价值,增强理解数学和应用数学的信心;初步学会运用数学的思维方式去观察和分析现实社会、去解决日常生活中的问题,进而形成勇于探索、勇于创新的科学精神;获得适应未来社会生活和进一步发展所必需的数学知识和必要的应用技能。
二、改革目标
新课程标准的核心理念是“为了每一个学生的发展”。创设自由、和谐的课堂教学氛围,把学习的主动权真正交给学生,让学生在与生活实际贴近的各种情境中,自主与合作地探究,实现知识的再“创造”是我们最终所要达到的目标。
三、方法措施
1、转变我原有的教学理念和教学行为。
首先,课堂教学改革要努力构建以“学生为主体,教师为主导,训练为主线,发展为中心,师生互动,生生互动”的高效课堂。通过探索实践,认识到教学过程应该是:学生在教师精心设计的问题探索中,紧紧被问题吸引,自觉地,全身心地投入到学习活动中,用心思考,真诚交流,时而困惑,时而高兴,在愤悱起伏的情感体验中,自主地完成对知识的构建。促使“不同的学生在数学上得到不同的发展”,使人人体验成功的喜悦,感悟学习数学的乐趣。
其次,转变学生的学习方式。“有效的数学学习活动不能单纯地依赖模仿与记忆,动手实践、自主探索与合作交流是学生学习数学的重要方式。”鼓励学生用眼观察、动手操作、动脑思考、发现和掌握数学知识。
2、把握特点,活用教材
与传统小学数学教材相比,新课程对小学数学教材做了重大变革,其突出了:注视学生的生活经验、密切数学与生活的联系;确立学生的主体地位,创造良好的课程环境;倡导多样化的学习方式,培养学生的创新意识;关注学生的情感体验,创造宽松和谐的学习氛围。教材提供了大量的让学生动手操作,自主探索,合作交流的素材,让学生结合自己的实际,通过数学活动获得数学知识。倡导自主的、多样化的学习。
3、开发和利用教育资源,创造性地使用教材
教学是教师和学生积极互动,共同发展,相互交往的一种活动,而教材给我们提供的只是表态性教学素材,它不是唯一的课程资源,因此一套教材所提供的各种素材并不是所有内容都适合每一位学生。所以教师在课堂教学中要“用好”教材,而不能“教好”教材,在设计教学的过程中要灵活运用教材,开发和利用校内外一切有利于教学活动的课程资源。
(一)、多样化与优化
现代教育的基本理念是“以学生的发展为本”,既要面向全体,又要尊重差异。作为教师,要促进学生的全面发展,就要尊重个性化,不搞填平补充一刀切。要创造促进每个学生得到长足发展的数学教育。
应该明确“算法多样化”与“一题多解”是有区别的。“一题多解”是面向个体,尤其是中等以上水平的学生,遇到同一道题可有多种思路多种解法,目的是为了发展学生思维的灵活性。因此,在教学中不应该也不能要求学生对同一题说出几种算法,否则只是增加学生不必要的负担。
(二)、成功与挫折
课改中,我们都很重视对学生的尊重、信任、赏识和肯定,这很有必要;但也的确看到这方面存在误区。有的不管学生表现如何一律给予夸奖,即使是一个十分简单的回答都表扬为“真了不起!真聪明……”,有的还误认为当前不能批评学生,批评就是否定,就会刺激学生,影响其上进心,对课上的一些不良行为视而不见,名曰“保护学生的积极性”。以上种种,会给学生的全面成长带来不可忽视的消极影响。应该指出,表扬与批评都是对儿童行为的一种强化手段,恰如其分、实事求是的强化,并得到学生的认同,对于学生行为的规范、学习态度的转变和学习习惯的养成都是必不可少的。
(三)构建自主、探索、合作的学习方式的教学模式。
a、动手实践——活动性学习
学生学习数学的重要方式之一是动手实践,用外显的动作来驱动内在的思维活动,并把外显的操作过程抽象为数学的表达,从中感悟并理解新知识的形成和发展。我们变示范性教材为探究性教材、变封闭性提问为开放性课题、变终结性结论为过程性探究,努力为学生创设动手实践的氛围、提供动手实践的机会、养成动手实践的习惯、培养动手实践的能力,让学生在自己的认知发展水平和已有知识经验基础上,主动地进行观察、实验、猜测、验证、推理等实践活动,凸显活动性学习的科学内涵和外在表现,让学生在动手实践的自主建构过程中获得进一步发展和提高的各方面素养。
b、自主探索——探究性学习
数学教学活动应努力丰富学生对数学的感受和经验,使学生获得的感受和经验与人类积累的数学知识得以沟通的活动。因而,数学学习是学生主动地应用已有的知识和经验研究、探索新问题的过程,是学生从数学的角度发现并解决问题、完成认知建构、发展探索与创新意识的过程。突出探究性学习,深入了解并科学调控探究性学习的过程,广泛提供并不断丰富探究性学习的资源,使研究性学习成为可能、变成现实,让学生在自主探索中获得进一步发展和提高的各方面素养。
c、合作交流——互动性学习
互动是课堂教学中各种矛盾关系的重要特征,合作是现代社会人的重要活动方式。以合作交流为主要内涵的互动学习是促进学生社会化进程和实现持续发展的重要学习方式。让学生在合作交流中有独立思考,在合作交流时有角色分工,在合作交流后有动态生成。
我一定努力与课改同行上,因为我深知:实施新课程改革任重而道远,但是,课改引发我们深思,课改促使我们蜕变,课改为课堂带来了新的生机,课改也会引领我们走进新的天地。
语文课改工作计划 课改工作计划数学篇十
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语文课改工作计划 课改工作计划数学篇十一
我校有着典型的小班化课堂,为了让“小班化”教学有所创新,创建“轻松、愉快和幸福”的课堂,打造理想的课堂教学模式,巩固和提高教学质量,我校领导班子和教研组围绕“小班化”教学的有效性共同讨论制定了我校本学期的课堂教学改革方案。
坚持以促进学校内涵发展为宗旨,以深化课程改革、推进素质教育为核心,以规范学校办学行为、教师教学行为为前提,按照“整体推进、分步实施、重点突破、全面提升”的工作思路,优化教学管理,深化课堂改革,积极探索自主、高效、充满活力的课堂教学模式。
1、教师观念切实转变。高效课堂构建对教师是一次教育观念的大变革。通过这一工作的开展,教师要进一步更新教学观念,提高对有效教学理论的理解与运用,提升对课程改革的认识,增强推进素质教育的责任感、使命感,提高教学工作的理论水平,改善教学行为与管理行为。
2、课堂教学优质高效。构建高效课堂是课程改革的必然要求,是提高教学质量的必然途径。通过构建高效课堂,力争做到课堂教学的“高效率、高效果、高效益”;让课堂真正成为学生的课堂、学习的课堂,实现由教师的“讲堂”变为学生的“学堂”,学生的主体地位得到落实,探究的时间、空间得到保证;让课堂由知识传授的场所,发展到培养学生自主学习能力的平台。
3、教学管理全面优化。我们学校要抓住机遇,以高效课堂建设为抓手,统领学校教学工作,全面促进学校发展,在提高学校课堂教学水平的同时,促进教师队伍素质和业务能力提高,促进学生学业水平普遍提高,最终实现课程改革目标,为学校未来的持续健康发展打下良好基础。
4、均衡发展逐步推进。高效课堂构建是一个促进教师学科教学、学校教学工作均衡发展的平台。借助这个平台,学校内部能够实现学科间、教师间教学水平的均衡提升。
1、注重统筹协调,系统推进。高效课堂建设是一项系统工程,涉及教学、管理、评价等许多环节,必须通盘考虑影响课堂教学效率的所有要素、环节及其主次关系,突出重点,要坚持“学校统筹、学科实施”的推进策略。
我校继续借鉴:安阳殷都区“主体多元,双向五环”的教学模式,并结合本校实际,力争创出本校的特色,让“开辛五步教学法”向纵深处发展。本学期,我校积极响应区教育局精神,计划四--六年级(语文、数学、英语、科学)学科实施课改。成立课改领导小组,充分利用校本教研时间进行课改的“磨练-反思-实践-总结-再实践”,并及时收集整理课改日志,选编课改优秀导学案,做好课改阶段性总结。
2、突出学生主体地位,提高参与意识。学生是高效课堂建设的主体,必须充分发挥学生的参与意识,调动学生的积极性,让学生全员、全程、全面参与高效课堂建设,要多倾听、时刻考虑学生的需求与感受。
3、立足实际,自主创新。高效课堂构建没有最高标准、最好标准,也没有唯一标准、永恒标准。因此,我校要立足实际,形成自己的思想与模式:“开辛五步教学法”,在突出学科共同要求的同时,着力体现学校特色。
4、注重方法,科学研究。在高效课堂构建工作推进过程中,要尊重科学,讲究方法,做到定性分析与定量分析相结合,不盲目实施,要积极稳妥,保持学校教学工作的稳定性。
其一、全体教师间周做课。教师共同听课,共同评课,评出优点,找出不足,使教师之间互相学习、互相交流,共同提高教育教学能力。
其二、实行“请进来,走出去”的方法,邀请有经验的教师来我校指导教学工作,并且让我校教师走出去,到外学习先进的教学方法,提高业务能力,为我校的教学工作服务。
加强校本课程的开发。继续进行简笔画校本课程的实验。学校要想办法克服困难,挖掘教师潜力,鼓励教师跨学科担课,保证学校按新课程标准开齐课程。
其三、继续做好我校的市级课题研究工作,务必在一年内圆满完成课题的结项工作。
坚持开展校本研修。校本研修就是立足本校教师自主开展教研和科研,通过自主的教研发现教育教学实践中存在的问题,并找到解决问题的办法,不断提高教育教学效果。通过自主的教研活动提高教师业务能力和综合素质,达到自主进修的目的。
语文课改工作计划 课改工作计划数学篇十二
本学期,贯彻落实上级教育课程改革精神,增强发展意识,加强教学研究,发扬全校教师团队合作探究的精神,群策群力,不断推进新课程改革,深化学校特色建设,努力提高学校教学质量。
1、让教师和学生人人得到尽可能大的发展,个个得到尽可能多的关爱。
2、认真学习和领会新的课程标准,扎实开展教学研究活动,优化教学过程,创新教学方式,倡导自主、合作、探究的学习方式。
3、改进教师培养、培训工作,建立校本的教师培养、培训制度,增强教师教育对课程改革的促进作用。
4、改革评价制度要求,建立促进学生发展、教师提高、学校课程实施的评价体系。
(一)强化组织领导,优化课改管理。
课程改革是基础教育的一项重大教育变革。它对于从根本上确立广大教师先进的、科学的教育思想,从根本上改进广大教师的教学行为,从而确保基础教育有重大突破,使面广量大的有个性、有创造力的、身心和谐发展的、能肩负起现代化建设重任的一批批人才茁壮成长。
1、本学期,学校将进一步建立、健全与课程改革相匹配的内部管理机制,激发教师参与各种校本培训的热情,努力营造课改良好氛围,不断推进我镇课改向纵深发展。
2、继续实施和完善听课评课制度,即时检查制度、严格考试考核制度等。
3、搞好课改的宣传报道工作。
(二)抓实校本培训,提升教学理念。
本学期,我们要继续坚定不移地抓实校本培训,努力提高教师素质,鼓励广大教师投身教育改革实践。
1、积极组织教师参与上级部门组织的各项课改培训活动,并认真做好校级再培训活动。
2、组织教师学习课改先进理论、促进学习交流、收获学习心得。
八月份:
1、教学开放日活动。
2、课改专题重点:数学学科。
九月份:
1、课改专题重点:语文学科。
2、邀请进修学校教研员作课改指导。
十月份:
1、召开课改年级学生家长会。
十一月份:
1、整理好课改专项资料。
2、总结本学期课改工作,写好工作总结。
语文课改工作计划 课改工作计划数学篇十三
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语文课改工作计划 课改工作计划数学篇十四
为适应新时期教育发展需要,大力提升我校素质教育水平,进一步提高广大教师新课程实施能力,实施“自主学习”的课堂教学,结合我校实际,特制定本期课改工作计划。
一、 指导思想
以现代教育思想和新课程理论为指导,更新教学观念,改变教学行为,提高教学效率。在教学设计和课堂教学中,合理利用“目标设置、独立预习、互动展示、点拨指导、评价激励、检测反馈、复习拓展”等基本教学要素,重点思考学生学习活动和教师的引导活动,发挥学生的主体作用,把学习主动权和课堂还给学生,教会学生学习。关注学生的生命成长,关注学生生活质量,关注学生素养提高,关注教师专业化发展,实现学校立德树人的本质目标。
二、课改目标
实现教学方式和学习方式的根本转变,形成学校独特的课堂教学模式。每位教师都能适应课堂教学改革,主动实施与新课堂相适应的教学行为。让每一位学生都体会到新课堂带给他的幸福,让思想与灵魂中注入生命的力量,让学校生活促进学生素养提升,让每一位学生都自信地走出学校。基本实现有效教学目标,实现学校教学质量的明显提升。
具体目标:
1、改变过于注重知识传授的倾向,让学生形成积极主动的学习态度,使获得基础知识与基本技能的过程同时成为学会学习和形成正确价值观的过程。
2、跳出“学科本位”,站在学生生命整体生成的高度进行“综合性教学”,真正为了学生的发展,一切可以利用的因素都进入教师的“课程视野”和“资源意识”,教师要成为课程的建设者、开发者。
3、加强课程内容与学生生活以及现代社会和科技发展的联系,让学生的生活世界成为学习的有效背景。教学中,着眼于学生在已有知识、经验基础上建构、生成新知与能力,尊重每一个学生的独特感受和理解。
4、教师教学行为目标
(1)教师由“教教材”变为“用教材导”,改变课程实施过于强调接受学习、死记硬背、机械训练的现状,倡导学生主动参与、乐于探究、勤于动手,培养学生搜集和处理信息的能力、获取新知识的能
力、分析和解决问题的能力以及交流与合作的能力。学生的活动时间和空间在课程中获得有效的保障,通过改变学习内容的呈现方式,确立学生的主体地位,把学生学习过程转变成学生不断提出问题、解决问题的探索过程。
(2)不再在课中“一讲到底”或“以讲为主”,而让学生主动参与学习。努力让学生体验着学习知识,不再让他们承受太多的“记忆之苦”。教学实现呈现方式、互动方式的变革,让学生在活动化的课堂中学习。
(3)确立学生自主学习的理念,努力尝试着让他自主学习。在课内外教学中适时地组织学生合作探究学习,并使之达到“有效性”的程度。能够熟练地营造情景,引领学生积极探究学习。
(4)学生完全成为学习的主人。能够完全熟练地通过机制运行,实现学生群体协作下的自主学习。充分关注每一个学生个性化的学习。做到通过创新性学习让学生创造力得到充分的培育。
5、建立一种发展性的评价体系,发挥评价促进学生发展、教师提高和改进教学实践的功能。
6、让精细管理、校园特色文化、课堂教学改革及校本课程开发有机整合,打造特色品牌学校。
三、课改原则
课改必须务实,必须坚持以教师为主导,以学生为主体,坚持先学后教、自学领先、不会才教、以教导学的原则,彻底改变传统的填鸭式的教学模式,真正把课堂还给学生。教学中,要求教师因材施教、因地制宜,根据自己班级的情况来开展,但是,不管怎么改,都必须留给学生自主学习和合作探究的时间,切忌走过场和搞形式化的做法。
四、实验内容
(一)导学案的编制和预习指导
(二)课堂教学环节设计与实施
(三)课堂教学质量评价
(四)学习共同体建设——合作型学习小组建设
(五)探索并形成课堂教学模式
五、实施策略
(一)理论指导
课堂改革必须要有理论支撑,学校每月开展1次的理论学习,不断强化师资培训,不断提升教师素质。
(二)学习借鉴
积极组织教师参加上级各类课改活动,让教师们课改能力在学习交流中得到提升。
(三)做好课改筹备工作。
1、进一步完善我校课改组织机构,成立以校长为组长,其他教师为成员的课改领导小组。
2、组织开展课改工作专题线管工作,通过上示范、研讨课以及集体讨论研讨等形式开展。
3、开好课改工作全校启动会、学生和家长动员会,力争取得学生及家长的全力配合和支持。
4、抓好班级小组建设和管理.
要求各班必须对学生进行了分组,选出组长,定出了小组组名和口号,在小组内建立一对一的学困生结对帮扶,解决学困生的帮扶转化工作。
小组内实行小组管理,对学生进行分工,并明确职责,做到人人参与,人人有职务,人人有职责,学生管理学生。
建立班级小组激励评价考核机制,要求学生每次都对上台进行交流展示的小组进行评分,每周都对各小组进行考核,对表现优异的小组进行奖励。通过这种方式来激励学生积极参与、主动学习。
(五)课改模式
强调以教师为主导,学生为主体,教师要充分发挥教学中的引导、指导、疏导和辅导作用,以学生“自主学习”为根本,以学生的“交流展示”为动力。以“评价拓展”为手段,达到学生综合素质的全面提高。
(六)实施要求:
对教师要求:
1、积极运用现代化教育技术,探索实验信息技术与学科教学整合的方法与途径。教师结合本学科特点,恰当的运用信息技术支持课堂教学,提高课堂教学效益,不要为用而用。
2、在教学设计上要有新思路,在原有教案基础上设计更能促进学生自主学习与分层提高的导学案。精细管理、认真研究、多方学习,促进课程改革实现结构模式大转变。
3、加强对学生的引导、指导、疏导和辅导,尤其是对后进生要建立一对一的帮扶措施,以确保学生在课堂上能够自主学习、高效学习。
教学过程要求(自主学习、交流展示评价、评价拓展):
(1)自主学习(预习环节):
课前预习:
教师要在课前制定预学案并下发给学生,在预学案中要①确立学习目标 ②明确重难点,根据课程内容设置预习的明确的要求和前置练习题,确保学生在课前已经对所学内容进行充分的预习和准备工作,这是上好课改课的基本保障。
预学案可以在课前一天抄写在黑板上,让学生抄写下来并通过自学和小组合作去完成。
课中预习:
预习的主要形式:①小组内学生自学,互学,讨论,②教师指导点拨。
预习的主要方法:
1、教师创设情境,导入所学习的内容。
2、教师再次出示本节课的学习目标要求
3、学生根据教师提供的目标要求和预先发的预学案进行小组自学互学和讨论。 4、期间由学习小组长组织本组学生自学教材,整理相关学习资料,收集相关教学信息,开始讨论交流;
5、教师深入学生中间发挥指导、引领作用,和学生共同完成学习目标和重难点;
6、发挥小组、对子作用,共同完成学习内容;
7、学生分头准备,完成预习笔记。预习笔记包括学习题目、学习目标、学习重点、主要内容。
8、老师检查、了解学生预习笔记,掌握预习情况;
9、师生共同确定各小组展示内容,作好展示准备。
(2)交流展示环节:
展示的主要任务:
①展示交流预习初步成果,②巩固深化学习目标,③共享学习成果。
展示的主要形式:
①教师引导、点拨,②学生板演、讲解
展示的主要方法:
①设定情境,激发兴趣,时间是1-3分钟。
②各小组开始进行展示,分组进行板演、讲解。
③展示中教师予以引导、点拨;
④师生共同对展示内容进行质疑、评价。
(3)评价拓展环节:
评价拓展的主要任务:
①、对学生的交流展示进行积极有效的评价,激发学生兴趣,对学习知识进行查漏补缺。
②、对教学内容进行反思和总结,
③、对预设的学习目标进行回归性检测(可制定检测案让学生练习巩固),
④、对学困生进行查缺补漏,对优秀生进行知识拓展。
评价拓展的主要形式:
①、学生互评和教师评价相结合
②、课堂练习,学生独立或者共同讨论完成检测案
③、试卷测试,
④、辅导答疑,
⑤互学互教
评价拓展的主要方法:
① 学生互评和教师评价相结合
② 巩固练习。可采取提问、完成检测案等方法组织实施;
③ 查缺补漏。对学困生可以进行互学互教、生生互动、分层训
练等手段进行组织;
④ 知识拓展。对学优生进行知识拓展、深化。
六、制定与课堂教学相适应的管理制度,加强过程管理。
建立听、评课及公开示范课制度。要求实验教师每学期必须上一节以上公开示范课,而且必须听课15节以上。学校负责人每学期听课20节以上,必须有听课(含评议)记录。
七、工作安排:
1、课改领导组部署本学期课改工作,确定工作重点;
2、制订课程改革实验工作计划;
3、组织有关老师参加音、体、美、科学、品德与生活等学科培训;
4、各教研组制订好年级综合实践活动方案;
5、召开课改教师会议;
语文课改工作计划 课改工作计划数学篇十五
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