2022年2022年個(gè)人教育研習(xí)總結(jié)

1、精選學(xué)習(xí)資料 - - - 歡迎下載訓(xùn)練研習(xí)個(gè)人總結(jié)訓(xùn)練研習(xí)的時(shí)間很短,但為我學(xué)到了許多學(xué)問；給我感受最深的為各個(gè)學(xué)段的不同點(diǎn)和 相通點(diǎn)； 學(xué)校階段老師考慮到同學(xué)的接受才能和心理進(jìn)展階段上課特別活潑生動(dòng),教學(xué)淺顯易懂, 并大量利用圖片來(lái)幫忙同學(xué)懂得；中學(xué)階段結(jié)合中同學(xué)的特點(diǎn),在難度提高的同時(shí)又照料到中同學(xué)抽象思維剛開頭進(jìn)展的特點(diǎn),結(jié)合了高中教學(xué)的嚴(yán)謹(jǐn)和學(xué)校的一些幫助懂得的活動(dòng), 莊重與活潑并存；而高中除了內(nèi)容難度提升,教學(xué)時(shí)更著重啟示同學(xué)摸索,提升同學(xué)的才能；我們小組安排到的為練習(xí)課；但為我在實(shí)習(xí)期間我的指導(dǎo)老師從沒上過(guò)完整的練習(xí)課,講解練習(xí)通常放在課堂的末尾幾分鐘或?yàn)樵谧粤?xí)課等時(shí)間；因此我對(duì)于

2、練習(xí)課一般怎么上知 之甚少； 結(jié)合我們小組組員的情形來(lái)看,大多老師也都并不重視練習(xí)課,即使有上也只為講講練習(xí), 以老師講授為主；然而練習(xí)課既為同學(xué)練習(xí)語(yǔ)言技能的機(jī)會(huì),也為同學(xué)完成練習(xí)后老師賜予反饋的重要階段,因此練習(xí)課對(duì)于同學(xué)懂得和鞏固所學(xué)學(xué)問為很重要的；因此我們小組打算把重點(diǎn)放在如何改進(jìn)練習(xí)課,提高同學(xué)在練習(xí)課上的參加度和自主性,提高課堂學(xué)習(xí)效率和成效上；通過(guò)一段時(shí)間的爭(zhēng)論和資料查找,我們針對(duì)傳統(tǒng)模式的練習(xí)課以老師為主,同學(xué)被動(dòng)接受的缺點(diǎn)將合作學(xué)習(xí)模式作為我們爭(zhēng)論和展現(xiàn)的重點(diǎn)；合作學(xué)習(xí)為將同學(xué)分成幾個(gè)小組,課堂中的大部分活動(dòng)在小組內(nèi)完成,而同學(xué)不僅要對(duì)自己負(fù)責(zé),仍要對(duì)小組內(nèi)的其他成員負(fù)責(zé)；

3、在合作完成任務(wù)后,同學(xué)個(gè)體的成就也會(huì)得到嘉獎(jiǎng)；我負(fù)責(zé)的內(nèi)容為對(duì)合作學(xué)習(xí)的幾個(gè)模式進(jìn)行介紹； 雖然我們的材料言之寥寥,但為我通過(guò)比較各個(gè)模式的特點(diǎn)和共同點(diǎn),總結(jié)各個(gè)模式的特長(zhǎng)并進(jìn)行比較,得到了以下這個(gè)圖表；圖中有 5 個(gè)項(xiàng)目； 每項(xiàng)滿分 5 分,分?jǐn)?shù)為各個(gè)模式相較而言的水平；爭(zhēng)論性表示對(duì)所學(xué)學(xué)問的爭(zhēng)論和明白程度；公正性就用于評(píng)估每個(gè)人對(duì)小組的付出為否均等,每個(gè)人的成就為否被正確評(píng)判；成就感就為同學(xué)在完成學(xué)習(xí)任務(wù)后的自我成就感； 競(jìng)爭(zhēng)性為用于評(píng)估小組之間的競(jìng)爭(zhēng)猛烈程度, 和同學(xué)的學(xué)習(xí)動(dòng)機(jī)有關(guān)聯(lián)； 自主性就為同學(xué)在學(xué)習(xí)過(guò)精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載程中有無(wú)發(fā)揮主體性作用；而依據(jù)各個(gè)

4、模式的特點(diǎn)我們可以得出以下五個(gè)圖表；精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載stad：同學(xué)小組成就區(qū)分法a method that values the cooperationof the members within each team. its purpose istomotivatethestudentstostudyhard and help each other in the process of learning.there are six stages：aformsmalllearninggroupswith students who have various learni

5、ng levelsbpresent the teaching unitcassign each cooperative groupto work on a worksheetdgive a quiz to each student ecompute all the students marks fannounce the result of each group andreward the winning grouptgt：teams games tournamentstgtis lessformalthanstad. itcanbefoundrandomly. there is no edu

6、cational requirement for themembersof each group. whatthey have to do is work together、 do their best to help theirowngroupmembers to learn the material which was given by their teacher' andto compete with other teams. as a result、 every groupmember、nomatterlowachievers or high achiever、 has the

7、equalopportunityto contribute to their own team. at last、 the team with high scores is publicly known.精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載jigsaw：拼圖式perhaps the most widely known cooperative language learning activity、 is developed by aronson and colleagues aronson、 1978. it is different fr

8、om other methods as it is used to create a real “ information gap ” in theclassroom. using jigsaw、 the first thing students should do is not share the information to complete the task together but to choose onefromthegrouptoworkinan expertgroups with others from other groups who are also responsible

9、 for this part to discuss thesame topic. not until they feel sure enough to explain 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 then complete the whole task all together.gi：group investigationgi was invented b

10、y sharan 1992 it is used in the classroom for academic inquiry. students play an important role whenthey 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 presented to the whole class. a

11、t last、 teacher and students all together choose the best one.精品學(xué)習(xí)資料精選學(xué)習(xí)資料 - - - 歡迎下載numbered heads together：numbered heads together is proposed by kagan1989. it is an interesting learning method that the whole group s performance isdeterminedby onlyone student s answer. since eachoneofthegrouphas h

12、isownnumber、 after the discussion、 a certain number will be called to answer the question. so each group member shares the responsibility to help others in solving the problem.依據(jù)以上這些合作學(xué)習(xí)模式的特點(diǎn),老師在采納合作學(xué)習(xí)模式的時(shí)候可以依據(jù)學(xué)習(xí)材料 的性質(zhì).難度. 要求和同學(xué)的把握程度.活躍度等因素綜合考量,實(shí)行或制造合適同學(xué)的合作學(xué)習(xí)模式, 提高同學(xué)在練習(xí)課中的學(xué)習(xí)成效和學(xué)習(xí)的主體位置；例如拼圖式就較為適合內(nèi)容較多,需要深化爭(zhēng)論的學(xué)問；而numbered heads tog