個(gè)人教育研習(xí)總結(jié)

1、精選優(yōu)質(zhì)文檔-傾情為你奉上教育研習(xí)個(gè)人總結(jié) 教育研習(xí)的時(shí)間很短，但是我學(xué)到了很多知識。給我感觸最深的是各個(gè)學(xué)段的不同點(diǎn)和相通點(diǎn)。小學(xué)階段教師考慮到學(xué)生的接受能力和心理發(fā)展階段上課非?；顫娚鷦?dòng)，教學(xué)淺顯易懂，并大量利用圖片來幫助學(xué)生理解。初中階段結(jié)合初中生的特點(diǎn)，在難度提高的同時(shí)又照顧到初中生抽象思維剛開始發(fā)展的特點(diǎn)，結(jié)合了高中教學(xué)的嚴(yán)謹(jǐn)和小學(xué)的一些輔助理解的活動(dòng)，嚴(yán)肅與活潑并存。而高中除了內(nèi)容難度提升，教學(xué)時(shí)更著重啟發(fā)學(xué)生思考，提升學(xué)生的能力。我們小組分配到的是練習(xí)課。但是我在實(shí)習(xí)期間我的指導(dǎo)老師從沒上過完整的練習(xí)課，講解練習(xí)通常放在課堂的末尾幾分鐘或是在自習(xí)課等時(shí)間。因此我對于練習(xí)課一般怎么

2、上知之甚少。結(jié)合我們小組組員的情況來看，大多教師也都并不重視練習(xí)課，即使有上也只是講講練習(xí)，以教師講授為主。然而練習(xí)課既是學(xué)生練習(xí)語言技能的機(jī)會(huì)，也是學(xué)生完成練習(xí)后教師給予反饋的重要階段，因此練習(xí)課對于學(xué)生理解和鞏固所學(xué)知識是很重要的。因此我們小組決定把重點(diǎn)放在如何改進(jìn)練習(xí)課，提高學(xué)生在練習(xí)課上的參與度和自主性，提高課堂學(xué)習(xí)效率和效果上。通過一段時(shí)間的討論和資料查找，我們針對傳統(tǒng)模式的練習(xí)課以教師為主，學(xué)生被動(dòng)接受的缺點(diǎn)將合作學(xué)習(xí)模式作為我們研究和展示的重點(diǎn)。合作學(xué)習(xí)是將學(xué)生分成幾個(gè)小組，課堂中的大部分活動(dòng)在小組內(nèi)完成，而學(xué)生不僅要對自己負(fù)責(zé)，還要對小組內(nèi)的其他成員負(fù)責(zé)。在合作完成任務(wù)后，學(xué)生

3、個(gè)體的成就也會(huì)得到嘉獎(jiǎng)。我負(fù)責(zé)的內(nèi)容是對合作學(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，但是我通過比較各個(gè)模式的特點(diǎn)和共同點(diǎn)，總結(jié)各個(gè)模式的長處并進(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。研究性表示對所學(xué)知識的研究和了解程度。公平性則用于評估每個(gè)人對小組的付出是否均等，每個(gè)人的成就是否被正確評價(jià)。成就感則是學(xué)生在完成學(xué)習(xí)任務(wù)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(xué)生的學(xué)習(xí)動(dòng)機(jī)有關(guān)聯(lián)。自主性則是學(xué)生在學(xué)習(xí)過程中有無發(fā)揮主體性作用。而根據(jù)各個(gè)模式的特點(diǎn)我們可以得出以下五個(gè)圖表。STAD：學(xué)生小組成就區(qū)分法A method th

4、at values the cooperation of the members within each team. Its purpose is to motivate the students to study hard and help each other in the process of learning. There are six stages：(a)form small learning groups with students who have various learning levels (b)present the teaching unit (c)assign ea

5、ch cooperative group to work on a worksheet(d)give a quiz to each student(e)compute all the students marks(f)announce the result of each group and reward the winning groupTGT： TeamsGamesTournaments(TGT) is less formal than STAD. It can be found randomly. There is no educational requirement for the m

6、embers 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 opportunity

7、 to contribute to their own team. At last, the team with high scores is publicly known. Jigsaw：拼圖式perhaps the most widely known cooperative language learning activity, is developed by Aronson and colleagues (Aronson, 1978). It is different from other methods as it is used to create a real “informati

8、on gap” in the classroom. Using Jigsaw, the first thing students 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 are also responsible for this part to discuss the same topic. Not until

9、 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 Investigation(GI) was invented by Sharan (1992)It is used in the classroom for a

10、cademic inquiry. Students 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 presented to the whole class. At last, teacher and students all together choo

11、se the best one.Numbered Heads Together：Numbered Heads Together is proposed by Kagan(1989). It is an interesting learning method that the whole groups performance is determined by only one students answer. Since each one of the group has his own number, 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.根據(jù)以上這些合作學(xué)習(xí)模式的特點(diǎn)，教師在采用合作學(xué)習(xí)模式的時(shí)候可以根據(jù)學(xué)習(xí)材料的性質(zhì)、難度、要求和學(xué)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(xué)生的合作學(xué)習(xí)模式，提高學(xué)生在練習(xí)課中的學(xué)習(xí)效果和學(xué)習(xí)的主體地位。例如拼圖式就較為適合內(nèi)容較多，需要深入研究的知識。而Numbered Heads Toget