2022年2022年個人教育研習總結(jié)

1、精選學習資料 - - - 歡迎下載訓練研習個人總結(jié)訓練研習的時間很短,但為我學到了許多學問；給我感受最深的為各個學段的不同點和 相通點； 學校階段老師考慮到同學的接受才能和心理進展階段上課特別活潑生動,教學淺顯易懂, 并大量利用圖片來幫忙同學懂得；中學階段結(jié)合中同學的特點,在難度提高的同時又照料到中同學抽象思維剛開頭進展的特點,結(jié)合了高中教學的嚴謹和學校的一些幫助懂得的活動, 莊重與活潑并存；而高中除了內(nèi)容難度提升,教學時更著重啟示同學摸索,提升同學的才能；我們小組安排到的為練習課；但為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為在自習課等時間；因此我對于

2、練習課一般怎么上知 之甚少； 結(jié)合我們小組組員的情形來看,大多老師也都并不重視練習課,即使有上也只為講講練習, 以老師講授為主；然而練習課既為同學練習語言技能的機會,也為同學完成練習后老師賜予反饋的重要階段,因此練習課對于同學懂得和鞏固所學學問為很重要的；因此我們小組打算把重點放在如何改進練習課,提高同學在練習課上的參加度和自主性,提高課堂學習效率和成效上；通過一段時間的爭論和資料查找,我們針對傳統(tǒng)模式的練習課以老師為主,同學被動接受的缺點將合作學習模式作為我們爭論和展現(xiàn)的重點；合作學習為將同學分成幾個小組,課堂中的大部分活動在小組內(nèi)完成,而同學不僅要對自己負責,仍要對小組內(nèi)的其他成員負責；

3、在合作完成任務后,同學個體的成就也會得到嘉獎；我負責的內(nèi)容為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,但為我通過比較各個模式的特點和共同點,總結(jié)各個模式的特長并進行比較,得到了以下這個圖表；圖中有 5 個項目； 每項滿分 5 分,分數(shù)為各個模式相較而言的水平；爭論性表示對所學學問的爭論和明白程度；公正性就用于評估每個人對小組的付出為否均等,每個人的成就為否被正確評判；成就感就為同學在完成學習任務后的自我成就感； 競爭性為用于評估小組之間的競爭猛烈程度, 和同學的學習動機有關(guān)聯(lián)； 自主性就為同學在學習過精品學習資料精選學習資料 - - - 歡迎下載程中有無發(fā)揮主體性作用；而依據(jù)各個

4、模式的特點我們可以得出以下五個圖表；精品學習資料精選學習資料 - - - 歡迎下載stad：同學小組成就區(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.精品學習資料精選學習資料 - - - 歡迎下載精品學習資料精選學習資料 - - - 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.精品學習資料精選學習資料 - - - 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)以上這些合作學習模式的特點,老師在采納合作學習模式的時候可以依據(jù)學習材料 的性質(zhì).難度. 要求和同學的把握程度.活躍度等因素綜合考量,實行或制造合適同學的合作學習模式, 提高同學在練習課中的學習成效和學習的主體位置；例如拼圖式就較為適合內(nèi)容較多,需要深化爭論的學問；而numbered heads tog