First of all, teachers should have the awareness of autonomous learning and the habit of self-reflection; Schools should give full play to the atmosphere and platform for serious discussion between teaching and research groups and teachers' groups, and earnestly carry out independent research on many problems in the course of curriculum reform experiments, that is, actively carry out school-based teaching and research activities, guide teachers to move teaching and research into classroom teaching, solve practical problems, and improve curriculum reform ability and teachers' professional development level.
The main ways of school-based teaching and research are self-reflection, peer assistance, leading by backbone teachers, and class evaluation. Therefore, school-based teaching and research is an indispensable unity of teachers' self-reflection, peer help of teachers' groups, guidance of backbone teachers, mutual penetration and interdependence between attending classes and evaluating classes. At the same time, it is also recognized that teachers should turn teaching research into classroom teaching and solve practical problems. In order to promote the in-depth development of curriculum reform and the improvement of teachers' professional level, schools must take self-reflection, peer assistance and backbone guidance, and class attendance and evaluation as the starting points to carry out teaching and research activities.
Actively carry out the activities of attending lectures and evaluating classes, which can be mutual lectures and evaluating classes by teachers in schools or inter-school exchanges and interactions.
Take the activity of attending lectures and evaluating classes as the starting point for teachers to move towards classroom teaching and solve practical problems. Taking teaching and research as the starting point and classroom teaching reform as the breakthrough point, we will carry out classroom teaching listening and evaluation activities. However, we can't attend classes blindly. We can go in three steps, that is, the backbone teachers attend the demonstration class of curriculum reform, the new teachers attend the lecture class, and finally drive all teachers to participate.
Open class teaching. Organize backbone teachers to take demonstration classes and school-level backbone teachers to take demonstration classes, and give full play to the leading role of backbone teachers by attending lectures and evaluating classes.
All employees participate in listening and evaluation activities. Form a teaching and research atmosphere of "everyone attends classes and everyone evaluates classes" and "one person attends classes, all members attend classes and all members evaluate classes". When attending lectures and evaluating classes, every teacher is required to carefully prepare each class before class, whether each class is well spoken in class, whether it is effective for teachers to teach students to learn the law in class, and whether the students have learned significantly. Strengthen teachers' classroom behavior. The teacher listened and thought. It is necessary to pay equal attention to teaching and learning, make a good record of class attendance, and prepare for class evaluation. In the course of class evaluation, the activities of class evaluation are presided over by the principal and the teaching director, and teachers participate in class evaluation. Classroom teaching contains many teaching rules. Teachers commented on the effective implementation of "learning from each other", "teaching by example", "leading and subject", "learning knowledge and being a man" and "learning knowledge and improving ability", and evaluated their advantages and disadvantages. The form of combination optimization is discussed and studied, which may bring remarkable teaching effect.
Track the results of classroom teaching, so that teachers can promote the classroom through teaching and research, and students can learn through classroom teaching. At the same time, strengthen independent research. Learn from the famous teacher's video classroom and network research, and strengthen the classroom-based teaching and research work pattern.
Self-reflection of individual teachers. The process and results of self-examination and analysis of one's own behavior in teaching. Self-reflection is a dialogue process between self and teaching self, and also a spiritual exchange between ideal self and realistic self. In teaching, teachers' self-reflection can be divided into three stages: before class, during class and after class. Pre-class reflection: it is a kind of preset reflection through preparing lessons, which can make teachers' classroom teaching behavior more targeted and practical. Teachers' long-term reflection before class has formed the habit of prediction, analysis and reflection before class, which can make teachers' teaching become a conscious research practice. Classroom reflection: Teachers can reflect in time in the process of classroom teaching, and can deal with and think about all kinds of problems that appear immediately, so that classroom teaching activities can be carried out with high quality, efficiency and smoothness. Cultivating the habit of reflection in the teaching process is also an improvement of teachers' teaching rules and teaching adaptability. After-class reflection: After the classroom teaching, timely and effectively review your teaching activities, critically reflect on the advantages and disadvantages of your teaching process, and reflect on the reasons for success or failure in your teaching activities, which can also improve teachers' teaching summary ability and evaluation ability, improve the level of reflection, and make teachers grow into reflective teachers for a long time.
Attach importance to mutual assistance between teaching and research groups. Self-reflection is the premise of school-based teaching and research, and mutual assistance between teaching and research groups is the basis of school-based teaching and research. School-based teaching and research emphasizes teachers' self-reflection, opening themselves up, boldly putting forward their own ideas and viewpoints, forming research teams, exchanging experiences and learning from each other. Share experiences, learn from each other, support each other and grow together in the interaction of teaching and research groups.
Actively carry out lesson study, hold regular school-based teaching seminars, pay attention to "bringing the old with the new and the weak with the strong", encourage teachers to express their opinions and criticisms boldly, and promote dialogue among teachers, thus promoting the common improvement of all teachers.
Give full play to the backbone of the school and lead the homework. School-based teaching and research is based on the school, and the backbone teachers are the pioneers of school scientific research. They have advantages in teaching and research and classroom teaching and can provide professional guidance for school-based teaching and research.
This is a very objective and realistic question. People who have been teachers, as long as they are not suspected of selling fame and reputation, are disgusted with the words guidance, training, teaching and scientific research. These words are actually very empty and have little effect on improving teachers' teaching ability. These slogans can be used and necessary by school leaders when writing summary reports. I suggest that leaders, trainers, researchers and other outstanding people on the education front dive into primary schools and undertake the same teaching workload as ordinary teachers. After the mid-term and final exams, if your teaching performance is better than that of ordinary teachers, you are qualified to speak. The teacher doesn't need your guidance, but will follow you. If you are above the teachers, you just talk about it, which will not play a leading role, but will increase the burden on teachers and interfere with their normal teaching.
In fact, teaching and research are unified.
There is no simple teaching, and there is no simple teaching research.
A good teacher should constantly study teaching theory, study teaching and apply it to teaching. In this way, his teaching ability and teaching level can be continuously improved. Teaching is carried out under the guidance of teaching theory.
Teachers should always read some publications such as teaching and research, listen to lectures by experts in teaching theory, learn good teaching experience from other places to guide teaching and constantly improve teaching methods. When I was in the front line, I taught public education many times inside and outside the school. Have a deep understanding.
I remember the eight-character teaching method put forward by Mr. Duan, a veteran of Shanghai education at that time, reading, discussing, practicing and speaking. It is to give full play to the main role of students and take teachers as the leading factor. Cultivate students' self-study ability. Of course, this was decades ago, and now the teaching theory is updated quickly. Let me give you an example.
On the contrary, teaching research is inseparable from teaching practice. Theory comes from practice, and theory divorced from reality has no value. Therefore, teachers and researchers must often go deep into the front line, attend classes and listen to teachers' opinions. The above is my personal experience for your reference!
In school teaching and research, in fact, the most annoying thing for front-line teachers is:
The school keeps saying: the school should have scientific research topics to promote teaching through scientific research, and even require teachers to have topics for everyone. In fact, schools are divorced from school-based and targeted research topics.
Therefore, scientific research groups and teachers are organized to participate in training endlessly and study in other places. Then, after being tired, I learned from others and followed the trend to carry out vigorous teaching and research activities throughout the school. What is even more ridiculous is that the relevant personnel must attend regardless of whether they have classes or not, otherwise they will be punished for truancy.
What is the significance of this formalistic scientific research activity besides producing a lot of garbage materials to cope with the inspection?
Not to mention promoting teaching, it is very good not to delay teaching.
"Sanwei" believes that in the field of school research, schools should really play a leading role, find out the bottle strength and shortcomings that affect the development of education and teaching in our school from the school-based reality, and then organize some relevant, experienced and qualified teachers to conduct targeted research and experiments. The scientific research goal is to solve practical problems, not the conclusion standard is how many substances are produced.
At present, many teachers in the school have impure motives for doing research projects, because of the need to evaluate the best first and promote the professional title. Some teachers are not clear about what tasks and activities they should pay attention to when doing a topic. Even when they finish the problem, they are confused about what their problem is solving. There are many messy plans, summaries, pictures, papers, etc.
So don't waste your life and money on scientific research?
Teaching research serves for classroom teaching, and teaching research aimed at solving many practical problems in classroom teaching practice should be the starting point and ultimate goal of teaching research.
Most of our current teaching and research activities deviate from the original intention of serving teaching. Every teaching and research activity, large and small, has mostly become a show for all parties. On the surface, it is vigorous and glamorous, but in fact it is mostly flashy.
It is the teachers who are tired, but the students who suffer, which delays the precious time and energy of all parties.
Many teaching and research activities, such as attending classes, have been covered up and thought about. At this time, the seemingly infinite and wonderful bridge suddenly became a ripple on the water, scattered in circles and finally disappeared.
The bigger worry is that image engineering and face engineering in education will make down-to-earth education pale and superficial.
If the positive results of teaching and research activities want to return to classroom teaching and play its positive guiding role in classroom teaching, we must first get rid of "formalism", erase the nothingness and glitz of "teaching and research show" and return to the simplicity of "research teaching"
In the practice of education and teaching, teachers will constantly discover and face new problems, which can be used as the theme of various teaching and research activities at all levels after cumulative screening. In this way, the theme of teaching and research activities is clear and targeted, and the results of teaching and research can be effectively fed back to classroom teaching, and teaching and research complement each other!
Teaching and research should pay attention to practical results and get rid of ostentation. Fancy, gestures, but to no avail, real kung fu, plain, but can strategize and win thousands of miles!
Personally, I think the ultimate goal of teaching and research is to give full play to teachers' specialties and subjective initiative, to make classes flourish, to teach and educate people, to tell all the knowledge and to make students love it. It is good to ask for quality in the classroom and improve the efficiency of the classroom, but teaching and research for the sake of teaching and research should not become a mere formality.
At present, many schools are engaged in project research, and the teaching and research group should also have sub-projects based on the big projects of the school, and teachers must participate in them. Teachers often participate passively, because some topics are "following the trend", which is not an urgent problem to be solved in school classroom teaching, and has nothing to do with the problems encountered by many teachers in class, but they still participate, and their motives can be imagined.
I think the teaching and research of the school should take the problems that need to be solved urgently in the school environment as the starting point, and the school should set a general direction accordingly and put forward the general requirements from a macro perspective. As long as teachers do not deviate from the general direction and requirements, they can independently study how to improve quality and efficiency according to their own majors, knowledge structure, subject characteristics, learning content and students' learning situation. In order to facilitate management and prevent things from being handled, the school can require teachers to inform the school of their teaching and research plans, contents, progress, presentation forms and evaluation methods in the form of texts. Schools should promote research through investigation and establish results through efficiency.
The purpose of teaching research is to improve the quality of education and teaching. As long as it does not violate the laws of education and teaching, the teaching methods and means are conventional, and those that do not touch the red line will be affirmed and linked to performance. Teach and research only when necessary, and discuss only when there are problems. If this teacher's teaching effect is good, but not another teacher's. Because teaching is "teaching" and "learning", teaching and research should study students' "learning" and how to teach better, instead of "taking all the measures" and teaching students in accordance with their aptitude.
In short, teaching and research activities should be sublimated into teachers' conscious behavior and practical needs, so as to mobilize teachers to actively participate in teaching and research activities.
How to lead teachers to move teaching research into classroom teaching and solve practical problems?
When talking about this problem, first of all, don't regard teaching and scientific research as a difficult task for experts and professors, nor can classroom teaching be regarded as a light task for drinking tea and chatting. As a teacher, teaching without research, or researching without teaching, can only be regarded as a teacher or an empty talker at best. Teaching with research, the combination of teaching and research, learning from each other's strengths, is the normal state of excellent teachers' education and teaching work.
As far as Chinese teaching in primary schools is concerned, I have recently been studying how to introduce the concept of "expectation horizon" in aesthetics into composition teaching, aiming at eliminating students' fear of writing difficulties, promoting students' active writing and experiencing the fun of composition through research.
For a long time, our composition teaching is time-consuming and laborious, and the effect is not ideal. Teachers are deeply confused about good composition classes, and many students also regard composition as an obstacle to Chinese learning. "Expectation horizon" refers to the requirements and expectations of various experiences, knowledge, interests and psychology in literary acceptance activities for the formation of literary works, and is also a potential aesthetic expectation.
"Expectation horizon" can also be applied to composition teaching. Like "reading expectation", due to the differences in students' literacy, experience, life and psychology, our students' vision of writing expectation is very different. This is students' psychological demand for composition and their psychological expectation for composition teaching.
It is conceivable that introducing an idea into composition teaching is tantamount to opening up a new path for Chinese teachers. No matter whether it is scientific or not, it is better to give it a try when encountering difficulties, in case success lies ahead.
Therefore, teachers should not only be encouraged to do research, but more importantly, they should be guided to find the problems in education and teaching from the front-line teaching, analyze the reasons, find and demonstrate the implementation strategies, so as to serve teaching, improve teaching, enhance teaching, enrich teachers' research ability, and develop from a teacher into a research-oriented and intelligent excellent teacher.
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condition
Teaching research is the abbreviation of teaching research, and it should be self-evident to carry out teaching research. However, many teaching and research in primary and secondary schools are more of a formality, superficial and tired of coping with habits. Going through the motions means that every proofreader has specific requirements for the form of teaching and research activities, such as "setting time, place, content, procedure and center spokesperson", and its form is perfect. The research on "content" is often limited to the surface, mediocre and superficial, and it is difficult to go deep. Teachers should stick to their past habits at will and only complete a "task" of teaching and research. Only when the school is evaluated or inspected, the "traces" left by teaching and research activities will be collectively put into finishing and busy. In some schools, teaching and research activities are a kind of "gathering", completely divorced from teaching, contrary to the original intention, and become a "burden" and "spit" for teachers.
cause
Why do teaching and research activities become like this? What is the reason?
There should be the following reasons:
1, the role of school leaders is still trapped in the "administrative management system". They are leaders who are immersed in administrative affairs, not teaching leaders. Apart from being keen on putting forward some specious educational slogans to reflect my school-running philosophy, dressing up as an "educational philosopher" as much as possible, how to integrate with school education practice and how to "land", everything is "virtual". Of course, there is no implementation and careful planning in the "classroom main position". For some principals, teaching and research are not their strong points in performing their duties.
2. The school lacks in-depth thinking and training on the main problems existing in school teaching, so the focus of school teaching research is not oriented and "focused", and each research group goes its own way. Due to the lack of teaching management, teaching and research activities are arbitrary. Schools often only make general task assignments and formal requirements for activities, lacking specific guidance and top-level design, and their research activities will only become superficial. Without details and exquisiteness, of course, there can be no perfection!
3. Teachers' training methods are single, with more theories and less practice. How those new ideas and concepts are combined with teaching practice has formed a dilemma in the application of teaching theory. Experts who are good at "on-site training" and "problem-based training" are hard to find. Training not only failed to increase teachers' teaching and research ability, but also cultivated a bad "style of study". Let teachers have the illusion that they despise "theory", "research" and research is useless.
4. The backwardness of a school is firstly the backwardness of key teachers. Without high-level academic leaders, it is difficult to grasp and promote the "focus" and "direction" of academic teaching research. Teaching and research activities can only be "meeting", "chatting", "exchanging information", "arranging work", or superficial "evaluating classes", that's all.
5. The lack of evaluation of the effectiveness of "teaching research" in schools is an important reason why the combination of teaching research and classroom teaching is not close or out of touch. With evaluation, there are goals, indicators and expectations. Teaching and scientific research will have a certain "track" and there will be no "deviation".
The above-mentioned "reasons" are exactly the problems we need to solve. If fundamental changes are made, "teaching research" will become an important way to promote teachers' professional growth and improve teaching quality.
improve
How to make "teaching research" move towards "classroom teaching" and solve practical problems in teaching?
The so-called "know the specimen, do anything." If you don't know the specimen, it's called a trip. "Schools should be good at extracting" essence "from" commonness "to form the" theme "of teaching research, that is, the" problem "of schools. The process, steps and details of the research are all "top-level design", which is included in the overall promotion and evaluation of teaching management. Form your own suitable "grasping hand". Without "grasping hands", there is no way to "start" any work.
Give a simple example to illustrate.
In view of the prevalence of teachers' traditional teaching methods and the stagnant teaching quality, a school put forward the theme of teaching research: "problem-driven integrated teaching" Classroom teaching is "problem-driven" to improve students' enthusiasm for self-participation, and all aspects of teaching should be promoted by "designing problems", which include how to create problems, the main presentation forms of problems, the differences of problems in different links, how to grasp the gradient of problems, whether problems can be "driven", what characteristics of problems that generate "driving", what principles should be followed in "problem-driven", " Each class is required to be conducted in accordance with the requirements of "problem-driven holistic teaching". Teaching and research activities are no longer idle, and there are a lot of questions to study, think and answer. We must work together with Qi Xin to study every lesson plan and prepare lessons for every "lesson type". The "open class", "competition class" and "sliding door class" of the whole school are all centered on the "problem-driven whole teaching" class. Classroom teaching quickly changed from the original Ma Benteng to a positive situation of "ten thousand people rushing". After a semester, the teaching effect is very obvious, the teaching quality is greatly improved, and the enthusiasm of teachers and students for teaching and learning has changed greatly.
Practice shows that teaching research is an important means to solve teaching problems. The problem of teaching reform is mainly the problem of teachers, and the problem of teachers is mainly the problem of teaching and research. In teaching research, it is the lifelong pursuit of teachers to find theoretical basis, carry out practical verification, enhance professional self-confidence, enhance professional ability and create personal performance. The school gives teachers guidance and support in professional development and builds a favorable development platform for them, which is exactly what teachers expect!
This question is more professional, and it may not be easy for everyone to understand when answering. Let me try.
Teaching research is teaching research, or educational science research, which refers to difficult problems in the teaching process, gathering teachers' collective wisdom, conducting research and overcoming difficulties to facilitate teaching. Teaching research serves for classroom teaching and solves practical problems. It is impossible to teach and research simply for the sake of teaching and research. Without teaching and research, classroom teaching is water without a source and a tree without a foundation.
To guide teachers to move teaching research into classroom teaching and solve practical problems, we should start from the following aspects:
First of all, teaching and research topics should come from the reality of classroom teaching in this unit. Before doing teaching and research projects, we should fully listen to the problems encountered by our unit or previous teachers. Looking at the essence through the phenomenon, we should have both width and depth, find out the commonness and determine the representative topics.
Secondly, the process of teaching and research activities is the process of teachers working together and improving together. In the process of teaching and research activities, give full play to each teacher's subjective initiative, so that every teacher can actively participate in every link, so that the teaching and research process is deeply rooted in the hearts of the people and the teaching and research results are truly maximized.
Third, timely feedback, combining teaching with research, and continuous improvement. Apply the teaching and research results to classroom teaching, feedback information in time, and constantly sum up the gains and losses of actual teaching work, thus forming a perfect teaching plan.
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