2022年2022年个人教育研习总结

1、精选学习资料 - - - 欢迎下载训练研习个人总结训练研习的时间很短,但为我学到了许多学问；给我感受最深的为各个学段的不同点和 相通点； 学校阶段老师考虑到同学的接受才能和心理进展阶段上课特别活泼生动,教学浅显易懂, 并大量利用图片来帮忙同学懂得；中学阶段结合中同学的特点,在难度提高的同时又照料到中同学抽象思维刚开头进展的特点,结合了高中教学的严谨和学校的一些帮助懂得的活动, 庄重与活泼并存；而高中除了内容难度提升,教学时更着重启示同学摸索,提升同学的才能；我们小组安排到的为练习课；但为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为在自习课等时间；因此我对于

2、练习课一般怎么上知 之甚少； 结合我们小组组员的情形来看,大多老师也都并不重视练习课,即使有上也只为讲讲练习, 以老师讲授为主；然而练习课既为同学练习语言技能的机会,也为同学完成练习后老师赐予反馈的重要阶段,因此练习课对于同学懂得和巩固所学学问为很重要的；因此我们小组打算把重点放在如何改进练习课,提高同学在练习课上的参加度和自主性,提高课堂学习效率和成效上；通过一段时间的争论和资料查找,我们针对传统模式的练习课以老师为主,同学被动接受的缺点将合作学习模式作为我们争论和展现的重点；合作学习为将同学分成几个小组,课堂中的大部分活动在小组内完成,而同学不仅要对自己负责,仍要对小组内的其他成员负责；

3、在合作完成任务后,同学个体的成就也会得到嘉奖；我负责的内容为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,但为我通过比较各个模式的特点和共同点,总结各个模式的特长并进行比较,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；争论性表示对所学学问的争论和明白程度；公正性就用于评估每个人对小组的付出为否均等,每个人的成就为否被正确评判；成就感就为同学在完成学习任务后的自我成就感； 竞争性为用于评估小组之间的竞争猛烈程度, 和同学的学习动机有关联； 自主性就为同学在学习过精品学习资料精选学习资料 - - - 欢迎下载程中有无发挥主体性作用；而依据各个

4、模式的特点我们可以得出以下五个图表；精品学习资料精选学习资料 - - - 欢迎下载stad：同学小组成就区分法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.精品学习资料精选学习资料 - - - 欢迎下载精品学习资料精选学习资料 - - - 欢迎下载jigsaw：拼图式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.精品学习资料精选学习资料 - - - 欢迎下载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.依据以上这些合作学习模式的特点,老师在采纳合作学习模式的时候可以依据学习材料 的性质.难度. 要求和同学的把握程度.活跃度等因素综合考量,实行或制造合适同学的合作学习模式, 提高同学在练习课中的学习成效和学习的主体位置；例如拼图式就较为适合内容较多,需要深化争论的学问；而numbered heads tog