Vigorous culture leads the reform of energetic classroom teaching.
The school casts socialist core values into campus culture, promotes the creative transformation and innovative development of Chinese excellent traditional culture, inherits revolutionary culture, develops advanced socialist culture, stimulates the creativity of all teachers and students, and forms a distinctive "dynamic culture".
Under the guidance of "dynamic culture", the school has carried out the reform of "dynamic classroom": it does not engage in a uniform model of "breaking big and establishing big" across the board, but pursues the overall characteristics of the school, the professional characteristics of disciplines and the personal style of teachers.
After several years of classroom teaching reform, the school has established a "dynamic classroom" teaching paradigm for various disciplines, and achieved four transformations, namely, changing teachers into students, teachers and bishops into students, changing knowledge into ability, and changing subject teaching into subject education. The "dynamic classroom" focuses on creating two situations: one is to create a democratic and harmonious relationship between teachers and students; The second is task-driven, which integrates learning guidance, self-study, mutual learning, accompanying learning and practical learning, and develops synchronously in knowledge construction, ability improvement and non-intellectual factors, so as to promote students to form a correct outlook on learning, life and values.
In order to put the teaching concept of "dynamic classroom" into the concrete actions of teachers, the school has designed a set of reasonable evaluation system. The evaluation system starts from seven dimensions: the effectiveness of achieving the goal, the scientificity of process design, the artistry of classroom organization, the degree of student-student interaction and participation, the degree of resource integration and cohesion, the degree of thinking development, and the degree of autonomous learning implementation. The observation scale of teachers' classroom teaching organization is formulated, and the observation points are determined from four aspects: autonomous learning, cooperation and exchange, exhibition and promotion, and feedback evaluation, which provides specific operational norms and guidance for teachers to implement curriculum reform and encourages teaching.
Three "Projects" to Encourage Teachers' Professional Development
"Warm Heart Project" gathers people's hearts. From 20 16, the school held birthday activities for teachers. A blessing, a simple and meaningful birthday gift, makes teachers feel the care of the school and the warmth of the collective. The school implements the "health plan", establishes a health file for each teacher, implements the annual physical examination system for teachers, carries out the mental health service activities of "chicken soup for the soul" for teachers, promotes the activities between classes, and implements sunshine sports; Carry out warm-hearted activities such as teachers and their families must visit when they are sick, female teachers must express their condolences when they give birth, and teachers' parents must visit when they are 75 years old; Carry out all-staff reading activities to awaken teachers' sense of professional responsibility and promote teachers' active development. On the basis of school-based training, the school actively strives for opportunities for teachers to study abroad and improve their professional quality. This series of measures has created a good teaching atmosphere of peace of mind, enthusiasm, comfort and meditation.
"Competition" is the same as chasing dreams. In Xin 'an school, the teaching competition not only includes classroom teaching, lesson preparation, excellent test paper system, and counseling scheme design. It also extends to cultivating students' study habits, subject skills, personality traits and so on. Teachers' achievements in the competition will eventually be included in their personal business files. According to the development of teachers, the school puts forward three levels of requirements: the first level is to learn to interpret teaching materials, grasp curriculum standards, actively explore and improve teaching methods, and be an "expert" in teaching; The second level requirement is to study teaching deeply, form personalized teaching methods, drive new teachers and young teachers to develop and become teaching "experts"; The third level requirement is to explore the strategy of leading teachers' professional growth as a whole, so that more teachers can grow into teaching backbones, academic leaders and teaching "masters".
The vitality of "innovation project" The school is led and coordinated by the principal, forming a working mechanism integrating teaching, moral education, curriculum, psychological education, informationization and logistics services, standardizing the design, project establishment, implementation, evaluation, team and funds of innovative projects, determining the projects of schools, departments and individuals in combination with the short-term or medium-term planning of the school, and formulating a fund guarantee and performance evaluation system for project research. Remodeling teachers' learning and promoting teachers' growth through famous teachers' studios and subject teaching and research exchange centers. The master studio implements the host responsibility system, and members are selected through personal application, host invitation and principal recommendation. There are about five people in each studio. Through the "innovation project", the school has formed a large pattern of teaching and research, which is "vertical to the end, horizontal to the edge, criss-crossing and comprehensive".
Fine moral education cultivates healthy and progressive teenagers.
The school regards the cultivation of socialist core values as a systematic project, which is integrated into the whole process of education and teaching, effectively solving the problems of fragmentation of moral education goals, disconnection between moral education and life, and disconnection between education inside and outside the school.
To carry out moral education, family education cannot be absent. The school promotes the integration of class teachers, teachers and parents, and establishes "moral cooperation" in classes, so that the three parties can jointly seek the improvement and development of moral education. The school carries out home visits for all staff to learn about students' family living standards, family members, the importance that families attach to children and education, students' reading and fitness, online learning, family surroundings and students' making friends, and make detailed records. The school has written the tutorial system, the class teaching meeting system, the "one post and two responsibilities" system of teaching and educating people, and the student development guidance system into the school's moral education work charter, and set up a team award for the head teacher to solve the phenomenon that the head teacher sings "one-man show" and the subject teacher is indifferent to moral education work.
In order to improve the cooperation ability between home and school, at the teacher level, the school carried out three gradient trainings. Basic ability training needs the participation of all teachers; Special ability training requires young and middle-aged teachers under 50 to complete basic ability training; The head teacher must participate in the training and study of school-level experts, and those who fail the training cannot serve as the head teacher. At the parent level, carry out three-level course training. The first level is the necessary ability training, which mainly solves the problem of family education, and all parents should participate; The second level is special ability training, which mainly solves the personality problem of family education, and parents voluntarily sign up for it; The third level is expanding ability training, which mainly solves the problem of improving family education, with the participation of excellent parents at the school level. Good home-school cooperation has become an important force to promote the high-quality development of schools.