Teaching Reform: A Junior High School Teacher Of Narrative Research

After the reform and opening up, the basic education reform of many aspectsalso has obtained certain achievement and effect, we are delighted to see thedevelopment of basic education, to improve quality. But needless to say, educationteaching reform is not plain sailing, Because any education teaching reform is toabolish disease, these do not conform to the law of education, is not conducive to theyouth and these ills is to exist in the teachers, they need to face problems, we have thecourage to face the problem, and change the status quo.In this study, L is the only one teacher in R school in order to adapt to newcurriculum reform ideas and implementation of the curriculum reform, her class isthe weakest in grade3, L teacher in Du lang kou middle school "336" teaching modeand Yang Si middle school classroom teaching mode inspired, forms a unique "wholeteam" teaching mode, namely, The members of the group carry out a full range ofcooperative learning, and the mode Comprises specific two-stage cooperative learning,the specific classrooms implementation is divided into seventeen links: group division,roles, division of labor, class show, teachers explain, by asking questions, vies toanswer first, namely, classroom testing standard clichés, collective score, you can giveclassroom, harvest homework, inspire reflection, evaluation, team leader trainingprogress, growth, file, class cooperation and two daily topic, interspersed withalternating, three-dimensional using these ways. Under her guidance, students changetheir concept, improve the performance and ability, they constantly create a miracle.I show in the L the teacher teaching reform according to certain clues to thestory unfolds, can be divided into three parts: the first part is written L teachers"whole team" teaching mode reform of the course, the second part is written teachingreform is recognized but it is difficult to promote, the third part is reflections on L theteacher of mathematics reform.Behind this study based on L classroom teaching reform story, the depth of themining from her origin of teaching reform, teaching reform process, and the result of the teaching reform in the aspects such as narrative, to perspective the L personalitytraits, teachers quality, education beliefs. By narrative research can better L teacherindividual abundant teaching practice, extracting L teacher successful teaching reformideas, so as to inspire teachers to examine their daily education teaching activities, toimprove their own teaching, practice teaching reform ideas, constantly improve theteaching quality of education and the pursuit to the supreme state of the educationteaching.