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打造满意课堂 促进教师成长(Creating satisfactory classroom to promote teachers growth).docVIP

打造满意课堂 促进教师成长(Creating satisfactory classroom to promote teachers growth).doc

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打造满意课堂 促进教师成长(Creating satisfactory classroom to promote teachers growth).doc

打造满意课堂 促进教师成长(Creating satisfactory classroom to promote teachers growth) Creating satisfactory classroom to promote teachers growth A little Cao Longsheng Respected leaders, experts: hello! Today, what I want to report to my colleagues is how to build a satisfactory classroom and promote the growth of teachers in our schools mathematics teaching and research group. Satisfactory classroom is the activity of deepening the classroom teaching reform and satisfying the peoples satisfaction education in Chuzhou City Bureau of education in order to implement the spirit of the national and Anhui provincial medium and long term educational reform and development program. Class is the pursuit of four satisfaction: student satisfaction, teacher satisfaction, school satisfaction and parents satisfaction, the student satisfaction is the core content of classroom , because the students are the subject of classroom teaching, teaching activities should be student oriented. Our school makes full use of creating satisfactory classroom activities as an opportunity, relying on school-based teaching and research, taking classroom teaching as the carrier, through teacher learning practice reflection, to promote the professional growth of teachers. First, the establishment of the system, the overall layout According to the Circular City Board of education to carry out satisfactory classroom teaching activities, combined with the actual school, we established the system of school-based teaching rules and create a satisfactory classroom , according to the school situation to determine the implementation plan of activities, set up a leading group, unified planning and deployment of the overall work of the school-based teaching and research. Established a teaching and research system based on each teaching and research group as the center, each grade mathematics lesson preparation group as the unit, and adhered to the combination of decentralized teaching research and centralized research. A

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