In one academic year, the school has carried out "four courses" for research, namely, the lecture course for young teachers, the development course for teachers under the age of 35, the characteristic course for middle-aged teachers and the demonstration course for backbone teachers.
School-based research is based on school development and teachers' professional growth. It focuses on the real problems in the real scene of school teaching and the improvement of teaching routine, teaching level and teaching management, and is deeply rooted in the real needs of schools and teachers. School-based research can not only urge teachers to ask and solve problems in their own posts and based on their own teaching practice, but also make teaching research a part of teachers' professional life style, thinking and behavior style and even life existence style. At the same time, we can cultivate a school culture, emphasize scientific spirit, democratic spirit and team spirit, create a realistic, pragmatic, free and harmonious teaching and research atmosphere, form a dialogue mechanism, and provide a platform for teachers to exchange information, share experiences, hold professional lectures and show themselves. Every school has a different running situation, and the foundation and environment for teachers' professional growth are also different. Therefore, it is an effective choice to emphasize school-oriented and carry out school-based research.
1, subject research.
School-based project research should take the problems encountered in the process of teaching reform as the research object. By finding problems, consulting materials, making research plans according to the plan, conducting repeated research around the same topic for many times, exploring teaching countermeasures and gradually solving them, so as to improve teachers' ability to implement the new curriculum. Its advantages are as follows: (1) The problems studied come from teachers and teaching, and the goal is to face real problems, take real actions and realize real development. Teachers' strong interest and enthusiasm for participation can effectively promote teachers' understanding of educational laws, master educational skills and strengthen their educational research ability. (2) Overcome the blindness and randomness of personal projects in the past. Research can be carried out according to subject groups, grade groups and teaching and research groups. Three people and five people can freely form like-minded research groups, which can integrate scattered research, turn individual combat into collective research, combine training, teaching, research and reform, cultivate teachers' teamwork spirit and make the school truly become an entity of teaching and research. (3) The teachers of the research group * * * discussed, exchanged and shared with each other, and got a lot of information, and * * * felt success and confusion. The whole process is a process in which group members help each other, learn from each other and make progress.
2. Case study. Taking a specific class as the research object, this paper focuses on the improvement, optimization and improvement of the class itself, thus giving an example of problem solving. Case teaching takes advanced ideas as the carrier to learn, which strengthens teachers' practical wisdom and develops teachers' reflective ability. The contents of the discussion include: teacher design+teaching record+teaching reflection. The development methods include: one person in the same class for multiple rounds, multi-person in the same class cycle, heterogeneous class, interactive class observation, diagnostic class observation and reflective class observation. Let teachers always examine, reflect, analyze and solve their own problems in teaching practice from the perspective of research, and improve teaching behavior. For example, in the teaching research of parallelogram area calculation, three teachers in the same group all choose the same content for class, and the first teacher comments collectively after class, and everyone affirms the advantages and analyzes the problems. The second teacher adjusted his original teaching plan according to the new situation through comparison and reflection, and then made comments after class. The third teacher re-examines and adjusts his design according to the situation of the first two teachers, and then attends class and evaluates the class. In this way, the three teachers with the same content have different styles, and the teaching structure and methods have been greatly improved. Three-person class in one class means that all the staff in the group give full play to their own specialties around a topic, and the instructors reflect on each other, supplemented by peer help, gradually change their ideas and behaviors and form their own unique teaching style.
3. Education Salon. A forum where like-minded teachers can speak freely. The relaxed and free research atmosphere created by the education salon allows everyone to discuss doubts, difficulties and hot topics in curriculum reform while tasting, tasting and chatting. Every time we discuss a topic of curriculum reform, we don't need a unified conclusion, which aims to broaden our thinking, guide our thinking, deepen teachers' understanding of a certain problem, seek more teaching strategies and explore new methods and models of curriculum reform. For example, in the teaching salon with cooperative learning as the theme, what are the characteristics of cooperative learning in the true sense, and how can teachers carry out effective cooperative learning? What is your golden idea? What are your puzzles in the current implementation process? Speak freely when you have questions. Through communication, teachers have deepened their understanding, formed new teaching strategies, and collected and exchanged a lot of information and materials to guide teaching practice. This kind of teaching and research activity is especially suitable for clarifying problems that teachers are difficult to understand or controversial, or discussing teaching optimization.
In fact, school-based research is to turn the school's educational practice into a research process, realize the two-way construction of educational theory and practice, and make the school truly become a research entity and a cultural entity. School-based research has become a fertile ground for cultivating teachers' collective professional growth because of its realistic problems, extensive participation and rich content.
Second, reading and learning to promote the professional growth of teachers
Careful teachers often find that almost all special-grade teachers have the same learning hobbies, and their intelligent and aura-filled classrooms benefit from their extensive knowledge accumulation and profound cultural heritage. Many teachers always feel that there is nothing to say when writing papers, and sometimes they just scrape together an article and do it. The most critical reason is the lack of learning and knowledge accumulation. Give the students a glass of water and the teacher should have a bucket of water. Where does this bucket of water come from? A very important way is to study. Teachers, as cultural people in the eyes of the world, should develop the good habit of continuous learning.
So in one semester, the school assigned a book to the teacher, and the school tested the teacher according to the content of the book. Exam questions include fill-in-the-blank questions, multiple-choice questions and theoretical answers.
Teachers' professional growth needs the perfection of theory, and practice without theoretical support is blind practice. Therefore, teachers can choose some classic books of educational theory according to their own needs, especially need to read some master works frequently, deepen their knowledge through reading, improve their education level and immerse themselves in the nourishment of culture. A good book is a good world and a good society. It can cultivate people's feelings and temperament and make people noble. Only by constantly learning and exploring can teachers cultivate their own sentiments, broaden their horizons, keep pace with the times in the continuous social progress, and have more updated knowledge to face various problems raised by students. In a sunny afternoon, in a rainy holiday, in a silent night, the day of reading will be quiet and romantic. Talk to the master on an equal footing and meet another self frankly, your eyes will become peaceful, your heart will become calm, your life will be more fulfilling and your thoughts will be more mature. At the same time, when reading books and newspapers, we should pay special attention to those articles related to education and teaching. Good sentences should be recorded, and good articles can be cut into newspaper clippings and collected, and often turned out when you are free, so that you can always be inspired and enlightened.
Reading and learning is a gas station for teachers' professional growth. Only by constantly learning and fully charging, storing energy, absorbing oxygen and supplementing calcium for themselves can teachers continuously obtain the supply of fresh water from the source.
Third, open classes: promoting teachers' professional growth
We grew up in the process of listening to open classes, and we also grew up in the process of attending open classes. Any teacher who has the opportunity to attend an open class will grow faster. Teachers in any school will grow faster if they have the opportunity to attend open classes. Without open classes, teachers' professional growth will be slow. Many teachers have a deep understanding of the role of open classes in teachers' professional growth.
In terms of the types of open classes, there are two kinds: one is open classes in schools, and the other is observation classes, competition classes or evaluation classes at all levels. The function of open classes in schools is to provide teachers with a real discussion situation, so that everyone can listen to each other, learn from each other, discuss with each other and find the direction of classroom teaching reform. In this process, everyone has the joy of discovery and creation. All kinds of observation classes, competition classes or evaluation classes at all levels are entrusted with the important task of representing the teaching level of a school or a region. It is often an open class, which pours into the collective wisdom of all teachers and related professionals. Because every time the school starts, the school will set up a lesson preparation team. The lesson preparation team always strives for perfection. Sometimes I blush for a situation, and sometimes I think hard about a transitional language. In this way, it constantly learns the excellent experience of teachers around it and constantly absorbs advanced ideas and wisdom. The process of careful carving is also a good opportunity for teachers to inspire each other and comprehensively reflect on their daily teaching behavior, thus making their classroom teaching more and more refined. Open classes generally go through multiple rounds of practice in the same class. This process is a process of teachers' deep thinking, repeated thinking, brainstorming and continuous improvement. The professional experience and behavior follow-up it brings to teachers are incomparable to normal classes. When the teacher took pains to create an open class, the open class undoubtedly created a teacher. After polishing the open class, teachers will become very clear about how to grasp the teaching materials, how to grasp the students and how to design the classroom. After class, they can also give feedback on their own advantages and disadvantages from the class evaluation teacher and give them a professional guidance. If a teacher writes an open class as a case study report, it will be of great benefit to professional development. From a practical point of view, open classes have indeed trained and brought up many famous teachers. Teachers who have attended open classes generally have this experience: hard work, but a lot of gains. It can be said that the gradual growth in the tempering of open classes greatly shortens the growth cycle of teachers, is a catalyst for teachers' professional growth, and is an indispensable tempering for achieving famous teachers.
Fourthly, educational blogs promote teachers' professional growth.
With the advantages of low technical threshold, emotional humanity, open use and zero economic cost, and the affinity form of personal electronic publications, educational blogs have entered teachers' work and life, making teachers happy to record their teaching experiences and experiences on educational blogs, reflect, learn and improve themselves, appreciate their talents, achievements and development, and integrate the learning and communication needs triggered by the new curriculum with teachers' subjective consciousness. Education blog is an online home for educators and a platform for knowledge management, action research, professional guidance and peer assistance.
1, knowledge * * *. However, teachers upload and publish their opinions on daily life, teaching experience, teaching plan design, classroom records, courseware and so on. By means of text and multimedia, it goes beyond the limitation of traditional time and space, promotes the appearance of teachers' personal tacit knowledge, and enables the whole society to enjoy their own knowledge and ideas. By visiting other teachers' blogs, I can see what happened in other teachers' classes and their thoughts, and then I began to look at my teaching critically and think about the problems and puzzles. At the same time, it can effectively share information resources among peers, learn and emulate fresh education and teaching information, and reduce a lot of repetitive work.
2. Peer interaction.
A wonderful post will often play the role of getting burned, attracting many bloggers and triggering many free comments. In the blog, we can break through the boundaries of identity, region and discipline, and gather colleagues thousands of miles away to form instant interactive communication. By participating in the reply and discussion, I can understand other people's ideas and share other people's experiences, so that the problems that can't be solved in my work circle can be solved smoothly, and my ideas and knowledge structure can be promoted and developed by leaps and bounds. Blog communication is mainly based on the author's point of view, and other people have various discussions around this topic, which can systematically reflect some ideas, make the communication here highly targeted, make the ideas tested by practice, and get continuous sublimation of understanding.
3. Professional guidance. Blog is a platform for remote technical help. Blog websites established for a specific professional field are usually blogged by experts in this field or scholars with deep attainments, keen on technology and network and willing to contribute. They will try their best to collect and sort out the essence of this field, and constantly show readers the core issues, the latest trends and developments, the most important people and achievements, the latest products, the best articles, periodicals and websites of this major.
Fifth, teaching reflection promotes teachers' professional growth.
No teacher, even the best teacher, can be perfect in the teaching process. Examining and analyzing one's own teaching behaviors, teaching decisions and teaching results can effectively correct the deviation in teaching concepts and teaching behaviors, form one's own independent thinking and creative opinions on teaching phenomena and problems, and improve self-awareness and teaching monitoring ability.
1, teaching postscript. After completing a subject, teachers should analyze and summarize the success or failure of the course in time, re-recognize and evaluate the course, affirm the achievements, find out the existing problems, analyze the specific reasons, and put forward measures to improve teaching in time. Postscript comes from teaching practice and is the crystallization of teachers' ideological wisdom. The content of postscript writing involves all aspects of teaching. Including the selection or supplement of teaching materials, the arrangement of curriculum, the establishment of teaching objectives, the selection of teaching strategies, the determination of teaching priorities and difficulties, the organization of teaching content, the arrangement of teaching procedures, the selection of teaching methods, the use of teaching media, the analysis of teaching phenomena, the discussion of typical problems, the design of students' learning, the thinking reflected by students and the evaluation of teaching effect. According to the actual situation of teaching, one or two of these contents can be summarized, commented or linked into articles. The writing form of teaching postscript is not unique, and the common ones are: annotations, outlines, notes and essays. The types of postscript are: summing up gains and losses, giving feedback, discussing problems, analyzing reasons, picking up and filling gaps, correcting mistakes, learning from each other's strengths, studying students, expanding and grasping highlights. Postscript writing should be timely, realistic and targeted, otherwise it will lose its soul and value.
2. Collective reflection. After all, teachers' personal reflection and personal understanding have certain limitations. If colleagues participate in each other's lectures, analyze and provide different views and diverse voices, teachers can constantly correct the deviation of personal understanding with the help of collective wisdom, so as to conduct deeper and more comprehensive reflection and sublime teachers' thoughts imperceptibly. For example, the grade group carries out unit teaching reflection, the discipline group carries out mid-term and final reflection, and compiles the reflection into a book.
Teachers are the implementers of the new curriculum, and their professional level directly affects the success or failure of the curriculum reform. Every school should strive to build a platform for teachers' professional growth and seek new ways to promote teachers' professional growth according to the characteristics of schools, teachers and students, so that teachers' professional level can go hand in hand with the new curriculum reform.