On the afternoon of November 15, 2013, teacher training organized by the Academic Affairs Office was conducted on the sixth floor of the comprehensive building. The participants were all teachers, including a total of 45 teachers, including the principal, and Vice President Hong, who was in charge of teaching, presided over the training.
First, Mr. Xu Jianjian, the director of the Academic Affairs Office, read two coursewares, “Classroom Teaching Strategies and Methods” and “Implementing Effective Teaching in the Class to Improve the Quality of Campus Life”. It was particularly pointed out that students in secondary vocational schools could not There are many reasons for the lack of student habits and teacher inaction. It is emphasized that teachers should change their teaching concepts and require teachers to consider teaching strategies and methods in teaching design to improve teaching quality. The key to high-quality campus life is to see whether students are happy and progress, and students' happiness and progress depends on effective teaching in the classroom. Therefore, teachers should focus on three aspects of teaching: First, the value of teaching activities should pay attention to "teaching What, what to learn; Second, the choice of teaching activities, should pay attention to "how to teach, how to learn"; Third, the effectiveness of teaching activities, should pay attention to "how to teach, how to learn".
Teacher Li Hongmei, deputy director of the Teaching Affairs Office, explained a lesson plan for a teacher-speaking competition in Wuhan Finance School, analyzed how to design the teaching link, emphasized the importance of teaching design to teaching effects, and proposed a compact and effective "small step and run" Classroom teaching. In addition, we summarized the "financial and accounting teaching by post" of the practical teaching reform carried out by our school. In the first round of teaching reforms in 2011, the theoretical knowledge required for task activities was explained first, and then the practical training for specific post activities was adopted. The second round of post-graduate teaching in 2012 focused on post-operational practice, supplemented by theory, but there were also disadvantages in simplifying theoretical teaching and training for practical training. In the third round of reform, because students have a poor foundation and poor continuity of thinking, "Doing Chinese Teaching, Learning Chinese" puts more emphasis on situational teaching, and designs solutions for each problem to inspire solutions. The teaching is based on the post work flow, which is closer to the actual work.
November 26, 2013