The introduction summary mainly writes down the key work content, achievements, and shortcomings to draw conclusions, so as to correct shortcomings and learn lessons, so as to better do future work. The following is a summary of the school curriculum reform work prepared by Wuyoukao.com for everyone. I hope it will be helpful to everyone. Summary of the school curriculum reform work Part 1:

This semester is coming to an end, and the summer vacation training for the Taikoo Three Generations Guidance Project seems to be still around the corner. Since this semester, every teacher has been committed to the use of the Three Generations of Swire teaching guides. Everyone has been confused and hesitant, and these have also happened to me. So now I will briefly talk about my feelings about the curriculum reform this semester.

1: Confused

From the training on the Swire Three Generations Study Guide during the summer vacation, I began to understand what the Swire Three Generations Study Guide is. During the training, I was confused about how to use the Three Generations Study Guide. case. However, when entering the classroom, it seems that it is so difficult to turn theory into action. The students assigned how to master new knowledge, but I stood in my position scratching my head anxiously, not knowing what to do? Because of simple knowledge, children can follow this model, but for children, slightly complex knowledge can only be described in four words: no way to start. But I don’t know whether I should say it or not?

Two: Asking for help

So the mathematics group started a business learning discussion on the use of tutorial plans. Everyone raised questions they didn't know and worked together to find solutions. After several business meetings, everyone seemed to have a thorough grasp of theoretical knowledge. Therefore, how to take good classes is also called a key issue. During the summer vacation, Sister Haiyan and Gao Yingying participated in the training of Taikoo III's tutorials, so they volunteered to give demonstration classes for everyone. Everyone listened carefully to the lectures and conducted intense evaluations. All the problems in the class were communicated to them one by one. They also patiently explained to us based on their own understanding of the class, and everyone seemed to clear up a little bit of the fog.

Three: Independent Practice

With the previous work in hand, the mathematics group launched an open class on campus. Before class, I consulted teacher Gao Yingying again and chose a class with relatively less difficult material. After a class, although the students are not as attentive as before, I can understand it, because children in the new class type cannot understand it quickly. But this class is at least a little more skillful in using the third-generation tutorial plan.

Four: Depends on the situation

Each of our students has a different situation. Let’s calm down and think about why Taikoo students can use it freely no matter what the class type is, but we can’t. ? The reason is actually very simple. Our children are understanding new things, and they are already using new things. From understanding to absorbing and then applying, this process takes time. So I also understand that we can’t do this every time. Our children are not geniuses after all. So I depend on the situation. For complex and difficult courses in Thailand, I focus on multiple guidance, while for simple courses, I focus on students. In this way, the three-generation tutoring plan can become our helper rather than a burden.

This semester, the whole district is studying the Swire Three Generations teaching guide attentively. The so-called curriculum reform is actually to better serve our teaching, so that children can master knowledge faster and master it happily. So the above is what I have been thinking and doing since this semester. Of course, the road to curriculum reform is still long. On this road of curriculum reform, we not only need to walk, but also think while walking. Summary of school curriculum reform work Part 2:

Curriculum reform is the core of improving the quality and efficiency of classroom teaching. In March 2012, our school comprehensively launched the pilot school work of efficient classroom teaching reform. There are 21 teaching classes in the school, 1,205 students, and 38 teachers participated in the curriculum reform experiment. In the fall of 2012, the efficient classroom “1+345” teaching model was proposed. That is: "1" refers to efficient classroom, that is, student-oriented classroom. Classroom teaching moves from "knowledge-based" to "potential-based". The ultimate goal of classroom teaching is to tap and develop students' potential. "3" refers to the three types of learning time throughout the classroom: preview, study, and practice; "4" refers to the four teaching behaviors of teachers and students: listening, autonomy, cooperation, and presentation; "5" refers to the main process of teaching: Preview navigation, cooperative exploration, display and communication, guidance and sublimation, and practice feedback. The innovative "1+345" teaching model has created the core values ??of campus education and teaching. The specific work is now reported as follows:

1. Create an atmosphere of curriculum reform and open the door to curriculum reform ideas

Under the guidance of the new curriculum theory, changing teachers’ inherent educational concepts is the key to curriculum reform. prerequisite for implementation. In response to constraints such as the disconnect between curriculum reform theory and practice, insufficient teachers' determination, and lack of administrative driving force, our school started by creating a curriculum reform atmosphere and stimulating teachers' enthusiasm for participating in curriculum reform. On the basis of doing a good job in the construction of curriculum reform organizations, we focused on Do two things well:

First, normalize teacher training. In the past nine months of curriculum reform experiments, it can be said that teacher training work has been carried out throughout. Our school held 1 meeting of new curriculum reform members, 2 mid-term summaries of curriculum reform experiments, 3 invited expert lectures, 2 efficient classroom experience activities, 9 theoretical trainings, 27 seminars, and 12 observation classes. 41 teachers participated in the compilation of study guides, wrote 73 articles on learning experiences, and 123 people visited and studied in other places.

The second is to refine the management system. Our school formulated the "Implementation Plan for Efficient Classroom Teaching Reform under Modern Educational Technology" and determined the "three-step" overall goal of classroom teaching reform, namely: the first step, in 2012, to achieve teachers' understanding and the model is basically formed; In the second step, in the first semester of 2013, the model became mature and the quality became apparent; in the third step, in the second semester of 2013, the model became distinctive and the quality improved significantly. At the same time, our school has formulated and modified a series of curriculum reform management systems, such as: "Efficient Classroom Teaching Regular Management System", "Efficient Classroom Teaching Evaluation Form", "Efficient Classroom Promotion Work System", "Efficient Classroom Teaching Reform Reward System" wait.

Through continuous learning, training and system construction, we change teachers’ concepts, change the roles of teachers and students, introduce advanced educational concepts, pass on cutting-edge knowledge of curriculum reform, exchange teaching reform experiences, and open up teachers’ curriculum reform ideas. Door.

2. Improve the experimental process and build a curriculum reform management system

In the comprehensive promotion of curriculum reform, the experimental process is the key. Our school implements the "Three Grasps and Three Strategies" strategy to gradually form a comprehensive, open and effective teaching and research mechanism to promote the gradual implementation of the new curriculum reform goals. The so-called "three focuses on three aspects" means focusing on efficient classroom teaching and focusing on details, focusing on key teachers' leadership and focusing on activities, and focusing on school-based research and training focusing on actual results.

1. Pay attention to details in class and achieve "five looks". First, look at the group building, whether to establish a group name, design call signs, select training team leaders, optimize team members, clarify assistance pairs, and whether to build a curriculum reform culture of "dialogue, communication, and interaction"; second, look at the preparation and preparation of guidance plans Use, whether to pay attention to the role of the teaching case, pay attention to the guidance of learning methods, whether to pay attention to the reflection and re-research of the teaching case; thirdly, see whether the "three elements" and "five links" of the classroom teaching are implemented; fourthly, see whether the teaching objectives are tested in the classroom Whether it has been achieved; fifth, see whether the experimental demonstration class plays a role in radiating, demonstrating, and "leading from one point to another" among the grades. The implementation of these classroom details is through strict "walking classes", "pushing the door to listen to classes", "opening the door to listen to classes" and organizing "seminar classes", "observation classes", "group discussion classes", etc. system is implemented.

2. The bone-grabbing dry weight activity focuses on the "two ends". Key subject teachers are the backbone of classroom teaching reform, and the sustainable development of young teachers is the source of strength. We form master-apprentice pairs between key teachers and young teachers. Carry out the "Four Ones" activities among key teachers, that is, conduct a forum every semester, take a seminar, study a small topic, and lead a young teacher. Carry out "five studies" activities among young teachers, that is, write a teaching reflection every semester, submit a teaching material analysis report, keep a book of reading notes, listen to and evaluate no less than 20 classes, and organize a mass lesson preparation lecture draft. The activities of key teachers and young teachers are organically combined so that young teachers can rely on them and key teachers can see the results, thereby achieving the purpose of mutual promotion.

3. Emphasis on practical results in teaching and research and highlight “two points”. The first is to highlight the key points of school-based research and training. Our school regards "improving classroom teaching efficiency" as the focus of school-based research and training work, and requires the curriculum reform teaching and research team to combine their own actual conditions to establish research topics and be reflected in mass lesson preparation. The second is to focus on the key points of school-based research and training process management. In order to strengthen the process management of school-based research and training, the campus has clarified the division of labor and responsibilities of administrative personnel and improved relevant systems. Administrative staff must participate in teaching and research activities together with members of the joint teaching and research team to ensure the true implementation of teaching and research activities. At the same time, an inspection and supervision system for administrative personnel and a classroom teaching assessment system for teachers have been established.

3. Implement safeguard measures and establish a curriculum reform safeguard system

In order to build an efficient, independent and open classroom with study plans as the carrier, our school has established a series of safeguard measures. The first is organizational leadership guarantee. The campus has established a curriculum reform leading group and a working group to clarify the roles of each functional group, comprehensively plan, coordinate and guide the campus curriculum reform work, and effectively enhance the sense of responsibility and mission for the curriculum reform work. The second is to implement operational guarantees. The teaching department of our school strengthens the demonstration and leadership of curriculum reform, improves the incentive and evaluation mechanism, actively creates a good atmosphere for lecture reform, learning curriculum reform, and curriculum reform, strengthens school-based teaching research and subject research, and vigorously promotes research on efficient classroom teaching models. The third is the guarantee of funding investment. The campus makes rational use of limited funds and increases investment in curriculum reform.

Curriculum reform is a revolution that improves the educational ecology. This revolution can create miracles only if it finds the rules, chooses the right model, and grasps the essence. In the past nine months of curriculum reform experiments, we have been confused and hesitant. But along the way, the care and encouragement from the bureau leaders, the guidance and help from the business departments, the hardships of the teachers, and the growth gained by the students gave us the motivation to move forward. Winter has arrived, can spring be far behind? After the fog has filled the air, the sun will eventually shine on the earth. We hope that the efficient classroom will become harmonious, happy, smart and agile. Summary of the school curriculum reform work Part 3:

Since the implementation of the new music teaching curriculum standards, Tianxin Primary School has adhered to the principle of teaching and educating people in music and art education, and under the leadership of the district teaching and research office and the school, it has closely Focusing on the overall ideas of the district and the school, we carefully made a work plan with the syllabus as the core. Based on the school's existing hardware facilities, our school developed an art education model of divided teaching in terms of teaching, and carefully and reasonably carried out piano, dance , vocal music and other special courses.

Through several years of practice, students' perception and knowledge of music have been stimulated. The school's art education has formed the characteristics of art education with diverse styles.

Instrumental music teaching in primary school music can help students get close to music and understand music in the process of enhancing students' sense of beauty, so as to achieve the purpose of cultivating sentiment, developing intelligence and improving appreciation ability. Over the years, our school has worked hard to cultivate students' interest and hobbies in music, introducing instrumental music into music classes, which has better developed students' musical memory and imagination, and thus effectively cultivated students' aesthetic awareness. According to the understanding rule of "from the shallower to the deeper, from the surface to the inside, from popularization to improvement", my instrumental music teaching experiment has gone through the following stages. The first stage: organize music games to improve students’ music memory. The second stage: Make great efforts to popularize musical instruments so that every student can learn to play at least one instrument. The third stage: using instrumental music as the main means to mobilize students' aesthetic thinking.

Due to the continuous deepening of instrumental music teaching, not only have students greatly improved their aesthetic sentiment and awareness, but their potential intellectual factors have also been continuously explored. The emergence of batch after batch of students with special talents has enabled our instrumental music teaching to be widely recognized and approved by the society. In recent years, our school students have achieved good results in many Yantian District instrumental music competitions. Practice has proved that primary school instrumental music teaching that integrates music theory knowledge, performance skills, and music appreciation is an important educational means to improve students' aesthetic awareness from an early age. This kind of entertaining teaching method can not only improve students' aesthetic ability, but also improve students' aesthetic sentiment. Therefore, it will play an immeasurable and subtle role in the formation of students' overall quality.

In terms of teaching dance by subject in schools, the current fundamental task of music teaching in lower grades is to cultivate students’ aesthetic and creative abilities. In the process of music teaching, it is crucial for teachers to maximize students' interests, emotions and creative abilities, allow students to actively participate in music practice activities, and develop students' creative potential. Just as flowers need warm sunshine to bloom, the development of students' imagination and creativity requires teachers to set the forms and scenarios of vivid and interesting creative activities. It can be said that the creation of appropriate situations is an organic condition for cultivating students' aesthetic and creative abilities.

I think the so-called situation is an artistic conception and environment that can arouse students' inner emotions and passion for listening to lectures. If students are compared to actors, it is a stage for actors to use their imagination and talents. As a director, teachers should do everything possible to create this "stage", because the role of this "stage" is really important.

The creation of situations stimulates students’ interest in learning. Tolstoy once said: "Successful teaching requires not coercion, but stimulating students' interest." Interest is a psychological activity with strong emotional color. As long as they are interested in something, it will inspire children to take the initiative. Passionate about learning, learning will not become a heavy burden. But interest is not innate, it is the result of environmental influence and education. Teachers must be good at designing specific teaching situations for students and guiding students into such situations in order to stimulate children's interest in learning music. I have deeply realized in my teaching practice that if teachers in class can dress up the knowledge and skills they want to learn in vivid forms, create a relaxed atmosphere, and create interesting music situations, they will stimulate students' interest with strong enthusiasm. Curiosity comes into the classroom.

The creation of situations triggers students’ endless imagination. Due to the abstract nature of music, students can freely spread their imagination when listening to music. As the music melody changes and rises, the scenes in their minds can constantly change. If in a rigid and boring environment, students' imagination and creativity in music appreciation cannot be fully utilized. This requires teachers to use vivid language, pictures and body language to create an artistic conception associated with musical images, thereby guiding students to imagine. As a teacher, you must be able to create a broad space for students to imagine and associate based on the characteristics of freedom, ambiguity and uncertainty of music.

The practice and exploration of cooperative learning have been carried out in the music subject teaching of vocal chorus. Cooperation is a spirit. With the development of society, the number of only-child families has increased, and the lack of cooperation spirit has become a quality defect of many only-child families. In modern society, whether one has a spirit of cooperation and whether he can cooperate with others has become an important factor in a person's success.

Cooperative learning refers to mutual learning in which students have a clear division of responsibilities in order to complete the same tasks in groups or teams. It is aimed at the organizational form of learning under teaching conditions. Compared with is "individual learning". The spirit of cooperation is the strong voice of music education. Through musical cooperative learning, students can respond quickly and think quickly; through musical cooperative learning, students can understand the relationship between individuals and groups in cooperation, and at the same time experience the same emotional resonance in cooperation, thus cultivating students' sense of unity and friendship. The collective concept and noble sentiments of mutual help can also inspire their positive competitive consciousness and unwillingness to lag behind; through cooperative learning, it helps to teach students in accordance with their aptitude, which can make up for the difficulty of teaching to cater to many students with differences, so as to truly achieve the goal of educating every student. Students are given development goals.

So in music teaching, how to scientifically, reasonably and effectively organize students for cooperative learning? Vocal chorus teaching should be grasped from the following aspects:

First, the content of cooperative learning must be able to stimulate students' interest. Secondly, the content of cooperative learning should have the meaning of activities. It can stimulate students' interest in learning to a greater extent, enable students to gain experience in knowledge, skills, emotions, attitudes, and values, and at the same time give full play to students' main role in music classes.

The form of classroom organization for cooperative learning must be rationalized. Whole-class teaching, group learning and individual independent learning are the three basic classroom organization methods, and their functions are difficult to replace each other. According to the specific characteristics of the music discipline, members can encourage and promote each other to form interpersonal relationships that coexist with competition and cooperation.

Diversified ways of cooperative learning. According to the characteristics of the music subject, different cooperative learning strategies should be adopted in the specific teaching process, that is, the methods of cooperative learning should be diverse. Such as game competition method, analysis and discussion method, interleaved learning method, group learning method, etc.

In summary, during the implementation of the new school music curriculum standards, teachers in various professions pay attention to the transformation of the teacher's role in cooperative learning. The launch of the new curriculum reform and the changes in learning methods call for the transformation of the teacher's role. Reposition. In the process of cooperative learning, the teacher increasingly becomes a consultant, a participant in exchanging opinions, and can also be said to be the "chief among equals" participating in classroom activities. Therefore, teachers must change their identity at all times during the learning process of students. Sometimes they are a facilitator, sometimes a collaborator, and sometimes a helper.

During the implementation of the new curriculum standards, music teaching in Tianxin Primary School has gradually built an environment suitable for students’ cooperative learning. Students are learners with rich personalities. Cooperation is not the only teaching method under any teaching conditions. organizational form. However, a learning environment that is smooth, harmonious, tacit, respectful, and trustful is the "nature" of the classroom under the new curriculum concept. Under the guidance of the district teaching and research office and the support of school leaders, the class teachers strive to create a cooperative environment. The school has a harmonious indoor environment. Pay attention to the beautification and layout of the music classroom, and emphasize the creation of a good artistic atmosphere. For example, portraits of musicians, famous quotes, music wall charts, etc. can be hung on the surrounding walls. Music columns can also be opened to introduce music knowledge and so on. Cultivate a good psychological environment for students. In the process of cooperative learning, teachers create a good cooperative learning atmosphere, use various forms to give students psychological security and spiritual encouragement, treat students as friends, be more understanding and tolerant, so that students' thinking will be more Active, the enthusiasm for exploration will be higher, the desire for cooperation will be stronger, and the classroom will be more vibrant. The school creates a rich time and space environment. When cooperative learning, arrange the cooperative learning time reasonably, that is, ensure the time for students to actively participate, so that students have sufficient and generous time to speak, supplement, correct, debate and perform, so that the wisdom of students of different levels can be fully utilized. can be fully utilized, so that students can complete learning tasks more brilliantly, and ultimately produce a sense of accomplishment and pride.