Friday, May 17. The new form of Huaiyin teaching and research: 20 19 "brand teaching and research leads the moon" series opening ceremony. Li Weidong, Deputy Secretary of Huaiyin District Education and Sports Bureau, attended the meeting. Lu Ruhao, president of Jinan Education and Teaching Research Institute, led a group of primary school teaching and research staff to attend the meeting. On the basis of introducing the experience and thinking of related brand teaching and research groups in this discipline school, all the teaching and research staff were asked to express some opinions. I came to power after the speech by President Meng Xianhong of Xiaoxinzhuang Primary School. I'm a little nervous and want to say so much that I'm a little verbose and rambling. On the one hand, I came back to sort out the text to make my thoughts and suggestions more organized (there is always a sense of incoherence when I speak on the spot), and on the other hand, it is a little feedback to the leaders of the teaching and research section of Huaiyin District Primary School-thank you for the opportunity to promote my thinking and expression.

In fact, many activities in the teaching and research section are not a stage and opportunity for teachers and schools. !

So I walked onto the stage with my mobile phone, and I took the opportunity of "standing in front of the stage" to have a panoramic view of the venue-I wanted to introduce it, and then finally I thanked the departments and leaders who stood in front of the stage with you, and reminded the principals and teachers to seize this opportunity of "standing in front of the stage" and do their education better with their own scores-and finally I was nervous (anxious).

When I was a child, every time there was a movie in the village, I liked to go around behind the curtain and look for something behind the screen. After a long time, it gradually evolved into a habit, a habit related to the perspective of looking at things around.

Today, the teaching and research section of Huaiyin Primary School invited Han Xinge, the founder of Weifang Mass Reading, to the scene, and later she will give a special report for all of us. Everyone will be interested in Mr. Han's "massive reading".

I don't know Mr Han Xinge. Today is the first time we met.

But I know Mr. Han well.

Unlike everyone who is interested in Mr. Han's "massive reading" experience, I have never really paid systematic attention to Mr. Han's basic experience of "massive reading"-how to do it in the end is a professional problem from the perspective of language. I am concerned about the story or experience behind Mr. Han becoming today's "Mr. Han".

From my point of view, a friend in Weifang introduced Mr. Han to me (without my own review and confirmation), so I know the general process of Mr. Han's massive reading from germination to recognition and promotion-

One summer vacation, the leaders of Weifang Education Bureau held a meeting to discuss the development of Weifang education, which involved the typical problems of discovering and cultivating the experience of front-line teachers. In the brainstorming session, the leader of Weicheng Education Bureau mentioned with some hesitation that the practice of an ordinary primary school Chinese teacher in their district is more effective, which may be worthy of recognition and promotion-he mentioned Han Xinge and her massive reading.

The leader of Weifang Education Bureau was very courageous and decided to change the meeting to Mr. Han's school to continue. It's summer vacation, and the children are all on holiday. The leaders went to Mr. Han's school, found Mr. Han who was also at home on holiday, and found several students of Mr. Han from the street. As a result, a sudden attack on the demonstration class was presented to the participants.

The story after that is familiar to everyone. From Weicheng District to Weifang City, from Weifang City to Shandong Province, and even the whole country, the "brand" of Han Xinge's massive reading has gradually entered the public's field of vision.

Director Wu has just interpreted "goods" and "cards" from a Chinese perspective, which is very professional. What about Teacher Han's experience? The leaders of Weifang City, Weicheng District Education Bureau and Teaching and Research Section have consciously "helped" and "established", which is reflected in this activity planned by Huaiyin District Education and Sports Bureau and Huaiyin District Primary School Teaching and Research Section today. So, what is the basis or premise of this "gang" and "vertical"?

I think Miss Han has achieved this-she is not satisfied with the students' learning situation, she has realized the important value of reading to people's growth from her own growth experience, and she often says that she is "inarticulate" and a "stupid teacher" (so she won't listen to other people's suggestions) ... All these have created her simple understanding of Chinese education in primary schools and naturally highlighted her educational philosophy. Then, accumulate finished products and cast "cards" with "goods" to complement each other.

Therefore, on such a platform today, I suggest that you think and express from such an angle and think about what we are doing here. To what extent is it possible? Then, it may be more meaningful for the education bureau, teaching and research section, schools and teachers to think about how to do it.

Under the leadership of Mr. Zhou Xiuqin, the implementation of comprehensive practical activity curriculum in primary schools in Huaiyin District has made remarkable achievements in the exploration of theme courses and the planning and implementation of characteristic activities (courses). Including Xiaoxinzhuang Primary School, which is launched today as the growing point of "brand teaching and research", although I am not particularly familiar with the overall work of the teaching and research group of comprehensive practical activities in their school, I am familiar with their academic backbone teachers and vice president Guangheng, and I also have some understanding of the overall development of Xiaoxinzhuang Primary School planned by President Meng. Next, if we want to build them into a new brand of Huaiyin teaching and research, we have the following suggestions for reference:

First of all, it is suggested that the leading teachers in our school, on the one hand, take practical and effective measures to promote the summary and popularization of existing experience on the basis of existing activities and lesson study experience, and realize the real transformation from "teaching" to "teaching research"; On the other hand, it is necessary to further understand and thoroughly understand the spirit of the Guiding Outline of Comprehensive Practical Activities Curriculum for Primary and Secondary Schools-

Comprehensive practical activity is not a discipline, not even a course, but a field, which covers a wide range and is inextricably linked with all other disciplines-we must never separate and isolate the implementation of comprehensive practical activity curriculum like other sub-disciplines, otherwise it will give people a feeling of "weakness".

It is clearly stated in the Outline that comprehensive practical activities should not only "establish a relatively stable team of instructors who combine full-time and part-time jobs", but also pay attention to "all faculty and staff in the whole school should participate and cooperate with each other"-if we only understand the brand building of comprehensive practical activities from the perspective of building a team of full-time and part-time teachers, it will give people a feeling of "generalizing the whole".

Similarly, in the syllabus, there is a term that has never attracted everyone's attention, that is, comprehensive practical activities do not refer to "teachers who teach" or "teachers who teach", but emphasize that teachers can't teach "comprehensive practical activities"-"comprehensive practical activities guidance teachers", which is our name. From this name, we may be able to correct our attitude towards the curriculum of comprehensive practical activities, otherwise it will give people a feeling.

……

These points in the Outline need our front-line teachers in Xiao Xin to continue to think and understand. In this way, comprehensive teaching and research in Xiao Xin may be enriched.

Secondly, on behalf of the comprehensive practical activity course itself, I would like to take this opportunity to urge all principals, leaders of teaching and research section and education bureau present here to understand the real comprehensive practical activity, its original meaning, its position in the whole education, its real value in the growth of students, what we comprehensive practitioners are striving for, and strive to build more platforms conducive to its growth. (Bowing)

Together with Xiao Xin, we have worked hard to establish a "product", which is a thicker and more solid "product" of truly comprehensive practical activities. First-class experts do their best to help build a "brand"-Xiao Xinren will definitely give back a solid comprehensive teaching and research brand.

First, my ideal comprehensive practical activity is a "course" from the perspective of education, and a course from the perspective of "moral cultivation" and "core accomplishment (key ability)". Borrowing the way of "integration" envisaged by President Meng's comprehensive "new" body in Xiao Xin today-personnel integration, class integration and space integration, I hope everyone will open their minds again: the concept of everyone, full-time, everywhere, and comprehensive practice everywhere.

Secondly, regarding teachers, in my mind, in the stage of basic education, especially in the stage of primary education, it is difficult to distinguish between any subject-teachers with outstanding comprehensive literacy in multidisciplinary integration should be more suitable for the mission and responsibility of primary education in the new period. Of course, in our teaching and research system, the most urgent quality of teachers in many aspects is the willingness to grow up independently, and then professional development is possible.

Third, about teaching and research. I stress once again that I don't understand "teaching" and "teaching research", so I can only go around the back to observe and think and make some suggestions that may not be comprehensive. This must not be a courtesy. My ideal is: I have my own angle of thinking and you have your own angle of action. In our approach and cooperation, I have the opportunity to make my thinking more reasonable and your actions more rational. This is what I can do with teachers.

Finally, an expectation: someone said something like this-

"Educational research is based on words and deeds, that is, researchers are spokespersons in the research process, not practitioners. Any proposition put forward by his research is expressed in words (words are also a kind of words, just like speeches), not in actual results. "

In my opinion, our real action is actually just teaching. Only by rising to the level of research can we improve teaching, and we must do more than "practice". What we say based on reflection and practice, whether oral or written, is the embodiment of our "study in an appropriate way" To put it another way, the sign that our teaching and research brand is finally successfully erected should not only be various improvements in teaching actions, but also include more rational thinking, especially the expression of teaching and research conclusions.

In this way, our teaching and research personnel at all levels (teachers, team leaders, principals, district teaching and research personnel, municipal teaching and research personnel) are very encouraged!

Qi Xin makes concerted efforts to do a good job of "teaching and research" behind front-line teaching.