Project Research Implementation Plan
In order to ensure that things or work are carried out with high quality and high level, we need to formulate a plan in advance. The plan is a method plan derived before the case is completed. So how should we write a plan? Below are the project research implementation plans that I have collected for everyone. You are welcome to learn from and refer to them. I hope it will be helpful to everyone.
Project Research Implementation Plan 1
Background and Significance of the Project Research
The new round of curriculum reform has injected vitality and vitality into modern education, and has achieved great success in rural schools. Educational modernization provides an important opportunity. We can use this to carry out drastic education and teaching reforms to fundamentally change the current situation of history teaching in rural junior high schools, maximize the quality of history education and teaching, and realize the function of history education. At the same time, this is also a challenge for us. As a history teacher in a rural junior middle school, I have many questions and confusions about the new curriculum reform. Since my school is a rural junior high school, there are some factors that conflict with the current curriculum reform in terms of teaching conditions, teaching environment, student foundation, teacher quality, etc. The specific manifestations are as follows:
1 , History courses are not taken seriously, and the positioning of history courses is inaccurate. History classes are often regarded as a dispensable "minor subject" (schools, students and parents all fall into this misunderstanding), which affects teachers' enthusiasm for teaching and students' enthusiasm for learning is low.
2. The teaching methods are old and monotonous. Today, with the increasing development of modern teaching methods, history teaching in rural middle schools still adopts the traditional teaching form, which uses a piece of chalk, a blackboard, and a book to instill historical knowledge into students. Students are required to memorize it by rote, which makes it difficult to mobilize their enthusiasm for learning history. . Some teachers hope to use some novel ways to teach, but are frustrated by the large class size of nearly 60 students; some teachers hope to use multimedia to teach, but how many rural middle schools currently have such equipment?
3. History teachers should be specialized and their own standards need to be improved urgently. Most history teachers in rural junior high schools are part-time teachers and have not received systematic historical education and teaching training. These are the overall professional and technical levels of history teachers in rural middle schools. How can this level of professionalism guarantee the quality of teaching?
4. History tells what happened in the past, with historical events as the main body. Its content is far away from social reality, giving students a feeling that history is far away from them and out of reach. Especially rural students regard history as a synonym for "minor subject", "minor subject" and "miscellaneous subject". It has become a common phenomenon that students basically do not spend time in history subjects after class. Students' biases will undoubtedly severely compromise history teaching in practice. Because of this, students have a weak foundation of historical knowledge and a poor foundation. Faced with a plethora of historical figures, time and events that they can remember, many students find it difficult and have no way of starting, so they can only look at history and sigh. As time goes by, students' interest in history classes changes from great to small, from having to having nothing.
How to change the current series of confusions faced by history teaching in rural middle schools? It is particularly important to cultivate middle school students' interest in learning history. Interest is the golden key that opens the door to knowledge. Confucius, an educator in the Spring and Autumn Period, said: "Those who know are not as good as those who are good at it, and those who are good at it are not as good as those who are happy." The famous scientist Einstein also said: "Interest is the best teacher." It can be seen that interest plays a decisive role in learning results. role. Therefore, in the process of history teaching reform, how can rural middle school history teachers fully mobilize all factors, strengthen the cultivation of students' interests, and mobilize students' interest in learning history in a history teaching environment that is almost "besieged on all sides"? An issue that teachers are very concerned about. How to enhance the interest of classroom teaching, stimulate students' interest in learning, and change students' learning from passive to active has become an important topic that our educators are relentlessly pursuing. And happy teaching is undoubtedly the "golden key" that opens the door to students' interest in history learning.
Definition and interpretation of the title of the subject
As a contemporary teacher, his innovation should be to use new teaching concepts and modern educational technology to cultivate students' innovative consciousness and innovation spirit and innovative ability. The core of our teaching philosophy is to create happiness, "education through entertainment, endless fun". Interest is the best teacher. Use all methods, means and facilities to create happiness as much as possible, so that students are full of interest in learning, happy to speak, happy to think, see and do.
Happy teaching method means that teachers further bring book content to life through splicing, gluing, condensation, expansion and other techniques, and use games, entertainment, interesting language, movement gestures, demonstration performances, simple drawings and other forms to Create a free artistic conception, a comfortable state of mind, and a happy and relaxed atmosphere for students, supplemented by multimedia teaching methods, so that students can have a pleasant emotional experience and be willing to learn, practice, and remember. It is helpful to stimulate students' interest in learning, mobilize students' enthusiasm for learning, develop students' intelligence, cultivate students' abilities, and improve the efficiency of classroom activities.
Usually the teaching steps of the happy teaching method are divided into four steps: review, introduction, practice and consolidation. During the review process, teachers use generalization and imagination to reorganize the content students have learned into sketches, short plays, etc., to increase interest and eliminate the boredom of students eating "twice-cooked dishes". When introducing new teaching materials, use simple drawings, pictures, real objects and other means to create a certain context, so that students can perceive and understand new language points in a natural context by participating in games, watching performances, etc. During the practice, create a relaxed environment and harmonious atmosphere, allowing students to speak boldly, without having to correct mistakes. Let students finish speaking, and use more encouraging language to enhance students' self-confidence. In the process of consolidation, attention should be paid to the unity of mastering knowledge and experiencing fun. The difficulty of some questions can be appropriately reduced to achieve the teaching goals in a hierarchical and step-by-step manner.
Happy teaching method can eliminate students’ tension and boredom in learning, make most students interested in learning, thereby improving their ability to analyze and solve problems and their creative thinking ability. It can enhance the friendship between teachers, students and classmates, enhance students' collective concept, and integrate moral and aesthetic education into language teaching.
In short, the "happy teaching method" provides students with a cheerful and joyful teaching environment, which not only reduces the pressure and burden of students, but also follows the teaching rules. The more teachers teach, the more they enjoy teaching, and the more students learn. Happy to learn. Teaching through fun, learning through fun, the fun is endless.
Steps and Measures of Project Research
1. Measures of Project Research
(1) It can be said that film, television dramas and documentaries with historical themes in ancient and modern times, both at home and abroad, can be said There are many, many, but at present there are very few teaching videos compiled directly for middle school history teaching. Therefore, this topic will be based on the new junior middle school history curriculum standards and the practical needs of teaching. It will be edited, added with prompts, summarized, questioned, put forward learning objectives, triggered discussions, or made into a short video suitable for classroom teaching. , or create highly interactive ppt courseware to create a series of teaching video materials.
The tasks we have to do:
(1) Collect and organize the seventh grade (Part 2), Eighth grade (Part 2), and "World History" editions of East China Normal University's "Chinese History" 》Pictures, videos or film clips related to the teaching content of ninth grade (Part 2), and organized according to units and texts. (2) Based on the teaching content, produce teaching video materials suitable for classroom teaching by class or unit.
(2) Compile the basic historical facts or historical concepts that need to be mastered into rhymes, and use historical pictures or historical short films as the background to allow students to use their mouths and minds, stimulate students' interest in learning, and help them remember ...We call it "History of Songs".
The memory and accumulation of historical knowledge play an important role in history teaching, but it is also the main reason why students generally find it difficult and monotonous to learn history. Properly handling this issue is an important step in completing effective teaching of history. On the one hand, the research team will fully collect and apply the existing research results, on the other hand, actively create historical teaching songs, and at the same time, appropriately quote historical classic songs in teaching, so that the songs can accompany students throughout the history learning process.
(3) Manufacturing of historical teaching aids
1. Reproduction of historical relics
①Collect pictures of important cultural relics and figures in the "Chinese History" textbook, or Pictures of cultural relics that can assist history teaching.
②Instruct students to use wood, paper, clay and other materials to make teaching aids.
2. Production of historical scenes
① Select important historical events in Chinese history.
② Search for as detailed materials as possible about relevant historical events, and design and draw sketches accordingly, such as scene pictures of the lives of primitive people or situation pictures of historical events.
(4) Classroom teaching forms
Under the guidance of the concept of happy education, teaching forms should also be diverse. The forms listed above will become common: first arrange students to preview, Watch the historical short film again to create a historical situation, or read a book and look up materials after watching the short film, and then discuss: What content in the historical drama is true? Which ones are virtual? Is this virtual reasonable? Why be so virtual? Or debate a certain historical figure or event... Watching short films can enhance intuitive memory. Debating can also cultivate students' historical thinking ability and historical understanding, and is also beneficial to the improvement of students' comprehensive abilities. We call this teaching method "happy teaching method".
2. Steps of the project research
1. The main process and stage tasks of the project research:
May 20xx - December 20xx:
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Collect and organize pictures, video clips, and songs related to the history teaching content of Volume 2 of Grade 7, Volume 8 of Grade 8, and Volume 2 of Grade 9, and sort them by unit and text, and then process and revise them.
January 20xx - March 20xx:
In the project discussion summary stage, we collect and organize papers on happy teaching in history classrooms and happy teaching cases in history, and gradually improve the teaching material library. Complete the final report.
Expectation and presentation of project results
Main document: Final report
Attachment: Paper "Research on Happy Teaching Strategies in History Classroom in Rural Middle Schools"
Teaching design "The Origin of the Chinese Nation" and "Changes in Social Customs"
Teaching courseware "The Origin of the Chinese Nation" and "Changes in Social Customs"
"Second World War II" etc.
Note: The main text is in italics, size 4, and the length is controlled within 6 pages of A4 paper. Project Research Implementation Plan 2
In order to adapt to the needs of the new curriculum reform, improve the effectiveness of education and teaching and promote the professional growth of teachers, guide school teachers to actively participate in educational research, continuously improve classroom effectiveness and teaching quality, and strive to achieve the goal of our school The strategic transformation of teaching work from "experience-based" to "scientific research-based" has specially formulated the following implementation plan.
1. Guiding ideology
Establish the educational and scientific research concept of "problems are topics, reflection is research", starting from small things, small phenomena, and small problems in education and teaching, and then Seeing the big picture, through small project research work on the problems teachers encounter in education and teaching, we explore and summarize a new school-based research model in which teaching and research and scientific research promote each other.
2. Implementation goals
1. Solve practical problems in classroom teaching reform and improve teaching effectiveness through small project research.
2. Mechanically ensure that teaching and research activities are subject-based, form a teaching and scientific research atmosphere, improve the effectiveness of teaching and scientific research, and promote the construction of teaching and research groups, subject groups or class teachers.
3. Through small project research, improve teachers’ ability to organically integrate educational scientific research with daily education and teaching work, and promote teachers’ professional development.
3. Application objects and requirements
1. Teachers and other professional and technical personnel (laboratory technicians, electrical teachers, librarians) who have not applied for school-level small projects in the second semester of the 20xx academic year Administrators, etc.) are required to apply, and each project team member shall not exceed three people. Teachers who have not applied for school-level small projects are not allowed to apply for district-level or above-level projects.
2. It is recommended to build a research team with a teaching and research group or a class teacher group as a unit, determine a major topic, and carry out research. Each team member takes the research topic of the subject group or class teacher group as the core to carry out sub-projects. Research on topics (small topics).
IV. Basic Principles
1. Small steps. Because it is a small topic, I have more ability and energy to do it. We advocate "making a big deal out of a small problem", which means that the research problems should be "small": the starting point is small, the scope is small, the content is single and specific, so as to solve the problems and deficiencies in education and teaching one by one; " "Making big" means to conduct research on problems based on real situations in a scientific way, "connect" some related and similar important issues, turn the problems into topics, and follow the "problem-topic-learning-practice-reflection-summarization" ” research program. Pay attention to science, explore laws and improve experience in research.
2. Low steps.
It means that the difficulty of the topic should be low and can be solved through the strength of individuals and the collaboration of research groups.
3. Fast pace. Because the topics are small and the problems are specific, we can effectively solve many problems in education and teaching in a short period of time, and promote the improvement of educational behavior and teaching quality.
4. Seek practical results. The problems must be real, the measures must be real, and the results must be real. In research, we must closely integrate our own education and teaching practices, study management, study teaching, study students, and study all practical issues in education and teaching. In particular, we must highlight research and practice in classroom teaching, insist on selecting topics in classroom teaching, doing research in classroom teaching, finding answers in classroom teaching, and using results in classroom teaching.
5. Implementation process
1. Topic selection. Fill out the "Wanlong Middle School Small Project Research Application Form" (Attachment 1). Teachers consult, collect and organize relevant information based on the outstanding problems they encounter in their teaching work, carefully analyze and screen, and determine research topics. The selected research topic should have the characteristics of "strong pertinence, small incision, and short research cycle". Generally, it should be a problem that exists in education and teaching. It can be a link, a problem, or a phenomenon in the teaching process. , a case, etc. The research period for small projects should not be too long. In principle, it should be one semester and no longer than one academic year.
2. Apply for project approval. Applicants should submit two copies of the "Wanlong Middle School Small Project Research Application Form" paper version and an electronic version (named with "subject + name + project name" and sent to lwzxjkc@126, com) before October 15th to confirm the research The main content, clarify the problems to be solved and the goals expected to be achieved, and propose research methods, steps, etc. The school will organize efforts to review the submitted topics and announce the approved small topics within a week. Those who fail must re-select the topic and apply until the project is completed.
3. Implementation research. The project leader organizes members to carry out research work in a planned manner according to the plan formulated when applying for the project, accumulates research process data, and establishes a small project research portfolio. Combining regular teaching and research with small-topic research, carry out practical research in the process of education, teaching, listening to classes, and evaluating classes to solve problems. The Curriculum Research and Teacher Development Center will supervise and guide the research and check the progress in stages.
4. Conclusion (mid-term summary). At the end of each semester, a small project research results summary and appraisal report meeting is held (if the cycle is one academic year, a mid-term results appraisal report meeting is held), and the school evaluates the research status.
The project results should generally be a summary report (in the form of a paper) and relevant attachment materials (attachments include papers, cases, etc. that support the research topic as well as research process materials). The completion procedure is: (1) The research team promptly organizes the research process data and result data and writes a research report; (2) Submits the research report, process data and result data to the Curriculum Development Teacher Development Center; (3) Organizes relevant personnel to listen to the research The researcher’s report will be reviewed, the project will be reviewed, and the review opinions will be announced to the researcher.
5. Achievements identification and promotion. After the completion of the project, the school will appraise and award the results of the small project research. Promote excellent research results throughout the school and promote the application and sharing of results within and between disciplines. Project Research Implementation Plan 3
In primary school, especially in lower grades, literacy is an important task in Chinese teaching. It is the basis for reading and writing, and is also a basic requirement for improving students’ Chinese literacy. Next, let’s talk about how we will implement it in the first stage to cultivate students’ interest in literacy.
1. Study the teaching materials and study and discuss appropriate teaching methods together.
All teachers in our research group use online resources and various books and newspapers to study continuously to improve themselves, in order to receive good teaching effects in teaching.
2. Adopt flexible and diverse teaching methods to improve students’ interest in literacy.
1. Create literacy situations to stimulate fun and fun learning.
Teachers should create a relaxed and pleasant environment in teaching so that students can be in a happy mood, be willing to think, and have the courage to explore. In particular, students in lower grades are easily affected by emotional factors during the learning process. Teachers must adapt to children's psychology and skillfully create various situations that are conducive to students' literacy in order to mobilize students' interest in literacy.
In my literacy teaching practice, I can start from the teaching needs and create some specific scenes and atmosphere based on the literacy content to inspire and attract students to take the initiative to learn literacy. Let students first perceive and experience, and then understand and apply. In the classroom, teachers should create colorful teaching situations and use a variety of visual and intuitive teaching methods, such as wall charts, projections, multimedia, performances, paintings, and music to help students learn literacy. For example, when learning the word "chicken", you can use situational pictures to ask students to talk about what a chicken looks like in life, act out the way a chicken walks, and learn its cries, etc. In this way, the general "chicken" character is well integrated with the students' life experience and curiosity, so that students can learn literacy in interesting life situations and achieve twice the result with half the effort. Chinese comes from life, but it must eventually return to life. This is the ultimate goal of learning Chinese. Teachers should be thoughtful people who organically combine literacy with life reality based on students’ cognitive rules and their real life. For another example, when learning words such as "soil", "rice" and "land", teachers can use wall charts to describe them vividly and lead children into the world of fairy tales. In this way, boring literacy becomes the goal that students actively explore, and a strong sense of Interest in learning will solve difficulties easily. Therefore, we must completely change the closed literacy teaching situation in the past, create an open and multi-dimensional teaching environment, and shorten the distance between Chinese language and life.
2. More hands-on practice, exciting learning
Literacy teaching can stimulate students’ interest in learning and enable them to better apply it in specific language environments. Therefore, in literacy, students should be fully allowed to practice, speak, think, draw, talk, and guess. In this way, they can transition from a large amount of perceptual knowledge to an understanding of the meaning and usage of words. At the same time, boring and passive learning will be changed into active learning, and students will be willing to learn and enjoy learning. For example, when learning the words "hit", "shoot", "pull", "jump" and "run", students can be asked to do some movements and learn to recognize the words through movement. For another example, when learning words related to animals such as "sheep", "dog", "bird" and "duck", students can make up fairy tales and act them out, becoming the protagonist in the story directed by themselves, which not only shows their talent opportunity, and achieved the goal of independent literacy in a relaxed and pleasant atmosphere. Because the activity is comprehensive, it not only completes the integration of knowledge from different disciplines, but also cultivates students' ability to apply words, and also cultivates students' diligent thinking and courage to explore.
3. Explore different learning methods and stimulate fun learning
In the monotonous and lengthy literacy process, simple, mechanical and boring teaching methods can easily arouse the boredom of students. Fatigue is most likely to occur, thus affecting students’ learning results. So how should we maintain students' enthusiasm for literacy and enhance the effect of literacy?
(1) Riddle guessing method: For example, when teaching the word "autumn", we can show the riddle: half is green and half is red. When the harvest comes, the farmers will smile.
(2) Method of splitting characters: There are many combined characters in Chinese characters, and most of them can be memorized by analyzing the parts, such as Mu Zi Li, the bow is long and stretched, the upper part is "standing" and the lower part is "十" Xin Xin Xin , go up to "fuck" and go down to "field" Miao Miaomiao.
(3) Compile rhymes. Compiling some nursery rhymes in class to help students learn new words can also achieve good results. For example, when distinguishing words such as "you, you, left, and right", we can compile these words into a jingle: "left lower work, right lower mouth, you next month, friend next you"; for example, when teaching "friend", It can be made into a children's song "Two moons walking side by side will become good friends in no time".
(4) Comparative method. The appearance of Chinese characters in the text follows the principle of first easy, then difficult, first complex and then simplified. Therefore, many new characters can be derived from single-style characters. For example, when teaching "Fa, Di", we can first review the character "Qu", and then use Mix old characters with new ones and weave them into a children's rhyme: Wear a slanted hat on the head of the word "go", diudiudiu; blisters appear next to the word "go", fafafafa. In addition, adding and subtracting strokes to the learned characters can also bring out many new characters, such as Gong - Mo, Ri - You - Jia, which can not only compare with each other, but also achieve the purpose of literacy.
(5) Image memory method. Young students are good at association. For example, when remembering the word "dang", you can say to them: A mountain has been pushed down, but the small trees on the mountain are still standing upright. When we understand the role of silkworms, we can say that "silkworms" are the best insects in the world.
(6) Playing games to teach students is also a good way.
For example, when teaching pictophonetic characters, you can write the radicals and single-character characters into many cards and distribute them to each student. Ask a student to stand on the podium first with the radical in his hand. For example, "female character" stands up and asks who will be my friend? Several children will come up and stand with him, such as "zi", "horse", "nai", "sheng", "wei", "qie", etc. They will come up and say: "I and the girl are together and we are mom, mom." "Mom"; "Nvzi and I are together, we are good people, good people"...
In this way, we also learn to teach close characters, such as several characters with the same radicals and different radicals, Invite a classmate to stand on the podium holding a single character, and other students with radicals to come up and make friends with him, and take turns to come up and make up the characters. This is equivalent to practicing by changing the radicals, and consolidates such pictophonetic characters.
3. Use a variety of teaching aids to enhance students’ interest in literacy.
Teaching aids and learning aids are the means and tools of education, as well as the material conditions and foundation of education. It can increase students' interest in literacy and improve literacy effects. Therefore, in future teaching, we will make some suitable teaching aids based on the characteristics of the teaching materials, such as vocabulary cards, headdresses, big turntables, apple trees, etc.
4. Regularly and irregularly exchange literacy teaching experiences.
Teachers in the research group should often gather together to discuss and exchange the better literacy teaching methods accumulated in the classroom, and learn and apply them together.
5. Arrange students to collect literacy materials.
Literacy is everywhere, it doesn’t just happen in Chinese classes, learning resources and opportunities for practice are everywhere, all the time. After class, students have broad space and time for learning activities. Teachers should pay attention to teaching students to observe carefully in daily life, carefully accumulate literacy materials extensively, and be a thoughtful person who can read in life. Make extensive use of resources such as books, newspapers, film and television media, trademarks, signboards, advertisements, and the Internet to broaden students’ literacy channels. Regularly carry out literacy exchange activities to allow students to show their literacy results to others and share the joy of harvest. This will enhance students' sense of achievement and self-confidence, and they will be more motivated to learn independently after class. In the extracurricular literacy accumulation, students can also be encouraged to compile the collected literacy materials, such as trademarks, snacks, medicine boxes, newspaper clippings, etc. into a "Literacy Handbook", name it according to their own preferences, and judge the best one. The compiled manual can also be displayed and circulated in the book corner to enhance literacy coverage. Doing so not only cultivates students' hands-on ability, but also mobilizes their enthusiasm for extracurricular literacy. It is equivalent to giving students powerful wings, allowing them to spread their wings and fly in the free kingdom of literacy.
Interest is the best teacher. Only when we put the stimulation and mobilization of literacy interest in the first place in literacy teaching and pay attention to the organic unity inside and outside the classroom can we achieve twice the result with half the effort in literacy teaching. .