Focus on Classroom Teaching to Showcase Teacher Excellence, Teaching Supervision to Promote Growth

Education is a major project of the nation and the Party, and teaching quality is the lifeline of a school's development. In order to gain an in - depth understanding of the school's teaching situation, promote the rapid growth of new teachers, and improve the overall teaching level of the school, on May 15, experts from the Gao Ping District Teachers' Training School entered Nanchong No.11 Middle School and carried out a very meaningful teaching supervision activity. They also conducted an assessment of the classroom teaching of 18 new teachers in our school. This activity was like a timely rain, injecting new vitality into the school's teaching development and building a valuable platform for the growth of new teachers.

On the day of supervision, subject - guiding teachers from the district teachers' training school went deep into each class and started the intense and substantial class - listening session. They entered the classrooms of new teachers and paid close attention to every teaching detail of the teaching teachers. In the high - school physics class, Teacher Zhang Kailun showed his unique teaching charm. He adopted the situational teaching method and skillfully created specific situations, making abstract knowledge vivid and interesting, instantly attracting the students' attention. During the classroom questioning session, his question design was thought - provoking, guiding students to think actively. Students raised their hands to speak one after another, and sparks of thinking collided constantly in the classroom. In order to help students better understand, he also used multimedia teaching tools to show beautiful pictures and vivid videos, transforming the abstract into the concrete and helping students overcome learning difficulties.

In another classroom, the geography class of Teacher Cui Qingqing was filled with an active discussion atmosphere. She organized students to conduct group cooperative learning and discuss together. The members of each group sat around, enthusiastically exchanging their ideas, with clear division of labor and tacit cooperation. Some students were responsible for taking notes, some for speaking, and everyone gave full play to their own advantages. The teacher shuttled among the groups, sometimes listening to the students' discussions and sometimes giving guidance and encouragement, timely guiding the students to expand their thinking and leading the discussion deeper.

After the class - listening session, the guiding teachers and new teachers gathered together for a detailed and in - depth teaching evaluation and exchange. Their evaluations were like a mirror, clearly reflecting the whole picture of the classroom. They not only affirmed the shining points of the new teachers but also pointed out the existing deficiencies and put forward highly targeted improvement suggestions.

Wei Shougang, the vice - principal of the teachers' training school, and Tang Junli, the director of the academic affairs office, spoke highly of the new teachers' demonstration classes. He said, "The teachers' classes are full of vitality, and the situational creation is very ingenious, successfully stimulating students' learning interest, which is worthy of praise. And they are very good at guiding students to think. The question setting is progressive, effectively exercising students' thinking ability." At the same time, he also put forward some constructive opinions: "The time control can be more accurate, leaving more time for students to independently summarize, which can better cultivate their self - learning ability. In addition, when explaining specific knowledge points, more real - life cases can be introduced to help students better understand and apply knowledge. At the same time, the evaluation of group cooperative learning should be strengthened. We should not only evaluate the results but also pay attention to the students' performance during the cooperation process, such as teamwork ability and communication ability."

The teaching supervision feedback and exchange were like a feast of wisdom, gathering everyone's thinking and expectations about teaching. The guiding teachers from the teachers' training school not only comprehensively summarized the new teachers' classroom teaching performance but also put forward valuable suggestions from multiple dimensions such as subject construction, teaching method innovation, and students' learning ability cultivation.

This teaching supervision and new - teacher classroom assessment activity carried out by the teachers' training school was like a bright lighthouse, illuminating the way forward for the teaching work of Nanchong No.11 Middle School and pointing out the direction for the growth of new teachers. Through the supervision, the school further clarified the problems existing in teaching and the directions for improvement, and had a clearer idea and plan in aspects such as teaching management, teacher training, and curriculum construction. The new teachers also gained a great deal from this activity. They received professional guidance and valuable suggestions, which will become important wealth on their teaching paths and help them grow rapidly. (He Wenxuan)