Summary of group practice activities

After experiencing meaningful activities, what inspiration did this activity give you? It's time to write a summary of the activity. Don't think that activity summary can be handled casually. The following is a summary of my collective practice activities, hoping to help everyone.

The group practice summed up 1 time, which was invisible and intangible, but was actually rushed by mercilessly, which was summarized by the educational practice group. One and a half months' internship is over. Think about our group from the initial educational practice to the actual teaching practice and the work of the class teacher, and finally pack up and go back to our alma mater. In this process, we have forged a deep friendship with the teachers and students of Qian High School. This difficult and beautiful day will remain in our hearts forever, constantly inspiring and warning us of the difficulty and responsibility of being a teacher.

The educational practice that lasted for more than a month has ended, so it is necessary to review the whole educational practice. We will summarize from four aspects: basic situation, teaching practice, work of class teacher and education investigation:

I. Basic information

There are four students in our group. They are Chai Lijun, Li Diemian, Jin and Mao. The school of this internship is Qian Senior High School, and our internship class is Grade Two (1 1). Our class is a key class of liberal arts, and it belongs to a class group with excellent grades and good class spirit as a whole. Because it is a liberal arts class, there are fewer boys in the class, only 1 1. In this class, the members of our group are full of energy and vigor, and have successfully completed the tasks assigned to us by the school. They put all their enthusiasm into the students, and strictly demand themselves to be "teachers", teach students as teachers, communicate with students as friends, strive to be mentors in the eyes of students, and sum up the summary of educational practice activities.

Second, teaching practice

Teaching practice is the central task of the practice process. A common goal of each of our team members is to constantly improve their ability to observe, analyze and solve problems through the combination of theory and practice. So during the internship, we discuss problems together and learn from each other. As the saying goes, "If you want to give students a bowl of water, you must have a bucket of water". Knowledge is vast, and a good class not only requires us to learn from others and understand the knowledge points, but more importantly, to express them to students in easy-to-understand language. As new teachers, we face a lot of students, and we can imagine the heavy responsibility and pressure. After listening to the class for a week, we will also start actual combat drills. We always adhere to the "three preparations" (preparing textbooks, students and teaching plans), adhere to the rules of trial teaching, mutual evaluation and trial teaching, and do a good job in every class. Team members constantly modify the teaching plan, modify the courseware, and repeat the process of trial teaching, modification and trial teaching. Basically, we can do the following:

1, study the textbook carefully, and prepare every lesson thoroughly and seriously. Adhere to the "three preparations", determine the teaching objectives, key points and difficulties, write detailed teaching plans, and consult the instructor. Listen to the tutor's opinions and suggestions with an open mind, revise the lesson plan and try to give a lecture. Each team member can actively participate in lectures, give pertinent suggestions to teammates, jointly revise supplementary teaching plans and improve teaching design.

2. Do every class well. In class, carefully organize classroom teaching, pay attention to students' initiative, and make full use of 40 minutes of classroom time to ensure the quality of each class. Ask teachers and teammates in time after class, sum up advantages and disadvantages, and take teaching notes.

3, adhere to the system of listening to the other party's lectures and comments, and carefully record the lectures and comments.

4. Insist on attending classes, pay attention to learning from teachers' teaching experience, and strive to explore a teaching model that suits you.

5. Pay attention to exercises and exercises, and use the opportunity of commenting on exercises to exercise and improve teaching skills.

6. Do a good job of correcting homework and tutoring students after work. Pay attention to students' opinions and keep abreast of students' learning situation.

In the process of preparing lessons, giving lectures and attending lectures, we have gained a lot of experience and lessons. First of all, in terms of basic teaching skills, we know that proper teaching style, clear writing on the blackboard and proper language should be based on teachers' basic skills. Try to overcome some small movements in class, such as pulling your hair and some habitual gestures; The writing of blackboard writing should be focused, and the positions of main board books and auxiliary blackboard books should be allocated well; In ppt courseware, the background should not be too fancy, the color and background of the font should be harmonious, and the font should be large enough; Try not to use spoken English in class, and some knowledge should be used in professional language. At the same time, the language in class must be accurate. When answering students' questions directly, we should avoid such an answer as "should be". Interpretation should be based on books, such as some nouns. Although sometimes due to different versions of teaching materials, some names are different, but we must take the book as the standard and speak at a moderate speed. Speaking too fast will make students' thinking unable to keep up.

Summary of group practice activities 2 I. Preparation stage

The first is to write a plan. As the direction guide of our practical activities, the plan itself should be holistic, logical, feasible and instructive. I think its writing should be combined with the local reality at that time, and the general scope and content should be determined first to make a general investigation. But our plan was written by most students (or all students) on the basis of classroom knowledge after the teacher explained the theory, and then the teacher determined two copies by comparison: one is from the middle school group. One is for the elderly. My personal feeling here is that we need to further determine and measure the contents and standards of the "feasibility" of our plan, so as not to modify most or all of them in later activities and undermine the original intention of the plan (the third group of activities is an example). Of course, some links in the plan should be modified according to the performance and reaction of the team members in the group activities to ensure that the activities can receive the due results.

Secondly, the cooperation and help of the two schools. We contact the practice school with the letter of introduction from the teachers in our college to establish a relationship and get support, which is very beneficial to the development of our practical activities. It can be said that the complete end and beginning of our practical activities are inseparable. However, our school's support for our practical courses in terms of experience and funds can be described as "little but difficult", which has added certain obstacles to the smooth development of our practical activities.

There is also the recruitment of team members. There are two groups here. One group is that the members of our junior middle school group are directly qualified as clients according to our requirements by the school leaders-"some students who are tired of learning and violate discipline" transfer students from the first grade class, while ignoring the characteristics of our clients-"students who want to solve their own problems", which makes most of our members "involuntary case owners", but we are not sensitive enough to detect this in time, thus laying the foundation for the later activities of the middle school group. In the second group, the local neighborhood Committee didn't provide us with team members, so we passively negotiated with them and asked them to provide us with team members. We didn't openly recruit team members through our publicity first, and subjectively thought that "open recruitment is definitely not possible", so that when we realized this later, even if we had time to lobby directly, it was too late to solve them after the failure. Here, I think we should learn to deal with these problems at this time. We can slow down the pace of activities, proceed one procedure at a time, and follow the principle of "posting posters"-accepting applications-talking before the group ... but if there are special circumstances, it will be another matter.

Second, the development stage.

The elderly group can't develop, so we have to put the third group of students (social workers) in the middle school group, that is, the whole class is near 1/2, and transfer some members from our original two groups to them. Here are two more questions: first, our two groups of students and team members have initially established a relationship after the first "pre-group talk". However, the students who were drawn in the second half were in opposition to the social workers (some members ran back to the second group, and some members did not listen to the social workers' advice to play ball, etc.). ), and we have not taken corresponding measures to remedy this, which makes the next activities of the third group more difficult to carry out; Second, the students in our two groups were basically in the state of "team members = social workers". However, the participation of older students has destroyed this balance and formed a "team member"