個人教育研習總結

1、教育研習個人總結 教育研習的時間很短，但是我學到了很多知識。給我感觸最深的是各個學段的不同點和 相通點。小學階段教師考慮到學生的接受能力和心理發(fā)展階段上課非常活潑生動， 教學淺顯 易懂，并大量利用圖片來幫助學生理解。 初中階段結合初中生的特點， 在難度提高的同時又 照顧到初中生抽象思維剛開始發(fā)展的特點， 結合了高中教學的嚴謹和小學的一些輔助理解的 活動，嚴肅與活潑并存。而高中除了內容難度提升，教學時更著重啟發(fā)學生思考， 提升學生 的能力。 我們小組分配到的是練習課。但是我在實習期間我的指導老師從沒上過完整的練習課， 講解練習通常放在課堂的末尾幾分鐘或是在自習課等時間。 因此我對于練習課一般怎么

2、上知 之甚少。結合我們小組組員的情況來看， 大多教師也都并不重視練習課， 即使有上也只是講 講練習，以教師講授為主。然而練習課既是學生練習語言技能的機會， 也是學生完成練習后 教師給予反饋的重要階段，因此練習課對于學生理解和鞏固所學知識是很重要的。 因此我們 小組決定把重點放在如何改進練習課， 提高學生在練習課上的參與度和自主性， 提高課堂學 習效率和效果上。 通過一段時間的討論和資料查找， 我們針對傳統模式的練習課以教師為主， 學生被動接 受的缺點將合作學習模式作為我們研究和展示的重點。 合作學習是將學生分成幾個小組， 課 堂中的大部分活動在小組內完成，而學生不僅要對自己負責，還要對小組內的

3、其他成員負責。 在合作完成任務后，學生個體的成就也會得到嘉獎。 我負責的內容是對合作學習的幾個模式 進行介紹。雖然我們的材料言之寥寥， 但是我通過比較各個模式的特點和共同點， 總結各個 模式的長處并進行比較，得到了以下這個圖表。 圖中有5個項目。每項滿分5分，分數 為各個模式相較而言的水平。研究性表示對 所學知識的研究和了解程度。 公平性則用于 評估每個人對小組的付出是否均等， 每個人 的成就是否被正確評價。成就感則是學生在研究悝 目王悄 完成學習任務后的自我成就感。競爭性是用于評估小組之間的競爭激烈程度, 和學生的學習 動機有關聯。自主性則是學生在學習過程中有無發(fā)揮主體性作用。 A meth

4、od that values the cooperation Teams Games Tourname nts(TGT) is of the members within each team. Its purpose is to motivate the stude nts to study hard and help each other in the process of lear ning. There are six stages : (a) form small lear ning groups with students who have various learning leve

5、ls (b) prese nt the teach ing un it (c) assig n each cooperative group to work on a worksheet (d) give a quiz to each stude nt (e) compute all the stude nts marks (f) announce the result of each group less formal tha n STAD. It can be found ran domly. There is no educati onal requireme nt for the me

6、mbers of each group. What they have to do is work together, do their best to help their own group members to learn the material which was given by their teacher and to compete with other teams. As a result, every group member, no matter low achievers or high achiever, has the equal opport un ity to

7、con tributeto their own team. At last, the team with high scores is publicly known.and reward the winning group而根據各個模式的特點我們可以得出以下五個圖表。 STAD學生小組成就區(qū)分法 TGT Jigsaw :拼圖式 perhaps the most widely known cooperative Ianguage learning activity, is developed by Aronson and colleagues (Aronson, 1978). It is dif

8、ferent from other methods as it is used to create a real in formati on gap ” in the classroom. Using Jigsaw, the first thing stude nts should do is not share the information to complete the task together but to choose one from the group to work in an expert groups with others from other groups who a

9、re also responsible for this part to discuss the same topic. Not un til they feel sure eno ugh to expla in the part to the rest of his group, can they return to their own group and act as the expert to help others to deal with this part, and GI: Group In vestigatio n( GI) was inven ted by Sharan (19

10、92) . It is used in the classroom for academic inquiry. Stude nts play an important role when they complete the class projects. They have to divide the whole task into subtopics and assign them to each member. Then the achievement made by the whole group will be prese nted to the whole class. At las

11、t, teacher and students all together choose the best one.then complete the whole task all together. Numbered Heads Together : Numbered Heads Together is proposed by Kaga n(1989). It is an in terest ing learning method that the whole group s performanee is determined by only one student s answer. Sin

12、ce each one of the group has his own number, after thediscussion, a certain number will be called to an swer the questi on. So each group membershares the responsibility to help others in solvi ng the problem. 根據以上這些合作學習模式的特點，教師在采用合作學習模式的時候可以根據學習材料 的性質、難度、要求和學生的掌握程度、活躍度等因素綜合考量，采取或創(chuàng)造合適學生的合 作學習模式，提高學生在練習課中的學習效果和學習的主體地位。 例如拼圖式就較為適合內 容較多，需要深入研究的知識。而 Numbered Heads T