Independent research refers to a series of research tasks, such as topic selection, research design, implementation and results summary, which are independently undertaken by preschool education practitioners as research subjects. With the increasing awareness of scientific research of early childhood education practitioners and the deepening of early childhood education reform, it will become an important form for more practitioners to carry out educational research. Kindergarten independent education research, should pay attention to solve the following problems. First of all, it studies the problem of choice in the practice of preschool education reform and development. Kindergarten education research is a research activity with the main purpose of solving educational practice problems under the guidance of theory and using scientific research methods. Practicality and application are the most important characteristics of kindergarten education research. The most important thing for kindergarten education research is to choose from one's own practice. Therefore, analyzing and studying the problems in kindergarten practice and understanding the most urgent problems in kindergarten should be the first step for kindergarten to carry out research independently. Finding the problems that need to be solved urgently in the work of the park does not mean that research can be carried out, but it is also necessary to turn the problems into concrete and operable topics. Therefore, it is very important to find the breakthrough point of research and concretize the problem. There was once a kindergarten that planned to conduct a study on "promoting children's active development through the integration of various curriculum models". Although this topic comes from the actual needs, the research scope is too wide (involving a variety of curriculum models), the research variables are uncertain and fuzzy, the logical relationship between the research variables is not clear enough, and the starting point of the research is not clear. So the operability of the topic is poor. In addition, this topic involves a variety of curriculum theories and practical operation modes, which is difficult for practitioners to undertake. In fact, the reason why the garden put forward this topic is to change the phenomenon of instilling knowledge into children and ignoring their active learning in traditional classroom teaching. Later, the garden held many seminars, carefully analyzed various phenomena in teaching, narrowed the scope of research, and made the specific problems of research gradually clear. Finally, the topic is determined as "Research on classroom teaching strategies to promote children's active learning". Although this topic is still very big, the specific problems and breakthrough points of the research are clearer than in the past. When analyzing the teaching activities in the park, a director found that most children can answer many teachers' questions without thinking. Therefore, children are not active in thinking and have poor enthusiasm for learning. In the long run, it is not conducive to the development of children's creative thinking. In order to solve this problem, the garden conducted a research on "inspiring problems and the cultivation of children's creative thinking". This topic comes from practice and the research scope is moderate. More importantly, the problems to be studied are more specific (teachers' questioning and the development of children's creative thinking), the starting point is relatively clear (improving teachers' questioning) and the research purpose is relatively clear (promoting the development of children's creative thinking). In addition, the research itself will involve many factors, such as educational concept, teacher-student relationship, teachers' educational skills and so on. Therefore, the solution of the problem plays an important role in deepening the education reform in the park. Second, the research process is closely integrated with the daily work of kindergartens. The fundamental purpose of kindergarten education research is to improve the guarantee of teaching quality. Therefore, research should be closely combined with work to realize the unity of research process and work process. In this sense, the essence of kindergarten education research is to work with a research attitude. Practitioners' research can be roughly divided into the following steps: first, problems that need to be solved urgently are found from practice; Second, analyze the phenomenon of the problem and find out the main causes of the problem; Third, work out solutions to problems, such as reform measures and methods; Fourth, implement the reform plan in kindergarten practice; Fifth, constantly reflect, modify and improve the scheme in practice before implementing it; Sixth, summarize the implementation effect of the scheme. To carry out research according to this step is to constantly discover problems, constantly reflect and constantly improve the work. Emphasize the combination of educational research and daily work in order to improve the work in time during the research process. At present, some kindergartens have not fully understood the relationship between educational research and daily work, and the phenomenon that educational research is out of touch with daily work is still widespread. This kind of research will not really become the driving force to promote the deepening of kindergarten education reform, nor will it become a new growth point to improve the quality of kindergarten education. Therefore, it is a problem that needs special vigilance. Third, pay attention to the accumulation of research data. Research data refers to the important historical materials and evidence that reflect the research process, research results and research level, including all text and audio-visual materials with reference and utilization value. In the past, preschool education practitioners mainly participated in other people's research as collaborators or experimenters, and their awareness of preserving and accumulating research materials was not strong. There are many problems in independent research. For example, when writing a research summary report, it is found that the information that can reflect the research process and results is not systematic and comprehensive enough to fully reflect the whole research process and the important findings obtained in the research process. At this point, the research on this subject has ended, and the loss is hard to make up. Therefore, when kindergartens independently carry out educational research, they should take the accumulation of research data as an important research content and designate special personnel to collect and sort it out in time. Whether it is a project officially approved by the planning department or a project approved by the park itself, we should pay attention to preserving the following materials at different stages of investigation. 1, relevant information in the preparation stage of the study. Such as project application, project opening demonstration report and expert review opinions, overall research plan or research plan, etc. 2, the relevant information of the project implementation stage. For example, minutes of important meetings (including main issues discussed at the meeting, main viewpoints, consensus reached and existing differences), minutes of important meetings, and records of research activities (such as observation records and interview records). ), research tools compiled or used (such as scales, questionnaires, interview outlines, etc.). ), important research data, annual research plan and summary, phased results, changes in relevant situations during the research process (such as research members) 3. Relevant information in the research summary stage. Such as research reports (experimental reports, investigation reports, etc.). ), research work summary, fund settlement, project appraisal application and related materials, expert opinions on project appraisal, award-winning certificate of research results, etc. 4. For most kindergartens, it is a challenging job to get guidance and help from professionals, undertake projects independently and conduct educational research. To do this work well, we should not only rely on the spirit of bold exploration and serious and rigorous research, but also actively seek the support and help of professionals. Independent research does not exclude the guidance of experts. On the contrary, we should make full use of existing educational research resources to improve our research level. Seeking expert guidance is not to let experts replace the thinking and exploration of directors and teachers, nor to let experts write research reports instead of directors and teachers. On the basis of independent thinking and exploration, kindergartens should ask experts to help them grasp the research direction, clarify the research ideas and improve the level of rational thinking. At present, some kindergartens employ experts as their research consultants, and it is a very beneficial practice to ask them to give guidance at different stages of research, such as topic selection, research design, breakthroughs in key and difficult issues, and summary of research results.