个人教育研习总结

1、教育研习个人总结 教育研习的时间很短，但是我学到了很多知识。给我感触最深的是各个学段的不同点和 相通点。小学阶段教师考虑到学生的接受能力和心理发展阶段上课非常活泼生动， 教学浅显 易懂，并大量利用图片来帮助学生理解。 初中阶段结合初中生的特点， 在难度提高的同时又 照顾到初中生抽象思维刚开始发展的特点， 结合了高中教学的严谨和小学的一些辅助理解的 活动，严肃与活泼并存。而高中除了内容难度提升，教学时更着重启发学生思考， 提升学生 的能力。 我们小组分配到的是练习课。但是我在实习期间我的指导老师从没上过完整的练习课， 讲解练习通常放在课堂的末尾几分钟或是在自习课等时间。 因此我对于练习课一般怎么

2、上知 之甚少。结合我们小组组员的情况来看， 大多教师也都并不重视练习课， 即使有上也只是讲 讲练习，以教师讲授为主。然而练习课既是学生练习语言技能的机会， 也是学生完成练习后 教师给予反馈的重要阶段，因此练习课对于学生理解和巩固所学知识是很重要的。 因此我们 小组决定把重点放在如何改进练习课， 提高学生在练习课上的参与度和自主性， 提高课堂学 习效率和效果上。 通过一段时间的讨论和资料查找， 我们针对传统模式的练习课以教师为主， 学生被动接 受的缺点将合作学习模式作为我们研究和展示的重点。 合作学习是将学生分成几个小组， 课 堂中的大部分活动在小组内完成，而学生不仅要对自己负责，还要对小组内的

3、其他成员负责。 在合作完成任务后，学生个体的成就也会得到嘉奖。 我负责的内容是对合作学习的几个模式 进行介绍。虽然我们的材料言之寥寥， 但是我通过比较各个模式的特点和共同点， 总结各个 模式的长处并进行比较，得到了以下这个图表。 图中有5个项目。每项满分5分，分数 为各个模式相较而言的水平。研究性表示对 所学知识的研究和了解程度。 公平性则用于 评估每个人对小组的付出是否均等， 每个人 的成就是否被正确评价。成就感则是学生在研究悝 目王悄 完成学习任务后的自我成就感。竞争性是用于评估小组之间的竞争激烈程度, 和学生的学习 动机有关联。自主性则是学生在学习过程中有无发挥主体性作用。 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而根据各个模式的特点我们可以得出以下五个图表。 STAD学生小组成就区分法 TGT Jigsaw :拼图式 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. 根据以上这些合作学习模式的特点，教师在采用合作学习模式的时候可以根据学习材料 的性质、难度、要求和学生的掌握程度、活跃度等因素综合考量，采取或创造合适学生的合 作学习模式，提高学生在练习课中的学习效果和学习的主体地位。 例如拼图式就较为适合内 容较多，需要深入研究的知识。而 Numbered Heads T