(a) model demonstration

Model demonstration means that teaching researchers use advanced educational research models to infect, assimilate and motivate teachers to carry out educational and teaching research.

1. The instructor appeared.

Instructors take one or two of their own achievements as examples to explain their research topics, processes, achievements and feelings, share them with teachers, and demonstrate them with their pursuit of education, broad vision, rich theoretical knowledge and strong research ability.

2. Establish an advanced scientific research model

Find typical teachers, introduce their research stories, show their research process materials, such as research notes and on-site pictures, and introduce their research results, including problems solved, advanced educational concepts adopted, scientific methods adopted, research ideas, strategies, changes between teachers and students, and share them with teachers. These vivid materials from the teacher's side will certainly produce value orientation, emotional incentives and behavioral hints for teachers to participate in the research, and stimulate their strong desire and behavior to actively study and actively participate in the research.

(2) Academic lectures

Educational academic lectures are an effective way to promote academic popularization and a common way for teaching and research personnel to give professional guidance. Its greatest advantage is its high efficiency. Through teaching researchers, the way of listening by the whole people can not only collect and transmit a large amount of information in a short time, but also help teachers broaden their horizons, understand the trend of education reform, update their education and teaching concepts, and also propose solutions to the universal problems existing in the research. At the same time, an educational lecture itself is a demonstration of teaching methods, and its design, expression and presentation will have a subtle influence on the audience. A good lecture itself is a teaching demonstration.

(3) On-site dialogue

On-the-spot dialogue refers to the face-to-face communication between the instructor and the instructed person in a specific scene to help the teacher solve the difficulties encountered in the research. This is a double-agent activity, and it is a process of two-way transmission and resonance of information and emotion. Its greatest advantage is that it can arouse the enthusiasm of both sides and form an atmosphere of mutual learning; Convenient communication and timely feedback; Two-way interaction to achieve a win-win situation. It is especially suitable for special seminars, such as special demonstration, review of achievements, case analysis and other activities.

Effective dialogue requires not only tacit cooperation, but also good communication skills. As a teaching researcher, he is not only a one-way preacher, but also a listener and collaborator in the live dialogue. He should be good at using the art of regulation, so that the dialogue can be carried out in a relaxed and pleasant atmosphere, and teachers can speak freely and tell what they have encountered, done and really thought. Instructors should be good at listening, commenting and making suggestions for improvement. The attitude should be sincere, the analysis should be to the point, and don't be too picky and deny it at will, so as not to hurt the teacher's self-esteem. The interaction between the instructor and the instructed is the docking of theory and practice, the deep dialogue between the instructor and the instructed, and the collision of ideas. "Spark" is the crystallization of everyone's wisdom. It is necessary to make on-site records and summarize afterwards, and accumulate and file. These are valuable resources to promote teachers' professional development.

(4) Follow-up consultation

Tracking guidance refers to guiding teachers to track specific individual or group research in a certain period of time, and providing conceptual support and technical support in time, thus supporting the professional leading mode of teachers' "learning by doing". Its biggest feature is to guide individuality, respect the differences of counseling objects, and teach students in accordance with their aptitude, but its benefit is relatively narrow. This method is often used to guide some key topics or to train key teachers. This is actually a tutorial system for teacher research.

Follow-up counseling methods are as follows.

1. Teachers and researchers keep in touch with customers mainly through letters, telephones, emails, blogs and Weibo.

Confusion faced by teachers (such as vague ideas, etc.) ) and difficulties (such as data collection, sorting, combing, induction and expression of results, etc. ) In research practice. Feel free to contact teaching and research staff for support. Teaching and research personnel should always take the initiative to understand teachers' confusion in research and solve problems in time. This method is not limited by time and space, and can be carried out across regions and dimensions, so it should be used frequently.

2. Teaching and research personnel will go to the unit where the counseling object is located for field visits and face-to-face exchanges.

In this way, teachers can consult their tutors at close range, for example, using the wisdom of teaching and research staff to better grasp the existing conditions and find suitable research methods. Teaching and research staff also have a clear understanding of teachers' reflective practical research in order to give timely guidance, but limited by time and space conditions, there are relatively few opportunities.

In order to reduce blindness and randomness, we should pay attention to: making a scientific, reasonable and practical counseling plan, making clear the purpose, task, object, method and process of counseling, and making overall arrangements for follow-up counseling to make it orderly; We should respect the teaching object, improve the pertinence, give developmental evaluation, promote teachers' reflection and reconstruction on the research process and improve the research quality; It is necessary to record the situation and process of counseling objects in time, pay attention to effect feedback, sum up experience, learn lessons, constantly improve counseling strategies and improve counseling quality; It is necessary to integrate expert resources, comprehensively utilize them, and establish and form a long-term mechanism for follow-up counseling.

(5) cooperative research

Cooperative research refers to the professional leading way in which teaching and research personnel participate in the subject research as researchers, collaborators and supporters, and study, engage in activities, research and grow together with other participants. Its greatest advantage is that teaching researchers and teachers learn from each other's strengths. Through zero-distance contact, joint discussion and mutual inspiration, the combination of theory and practice can effectively improve the quality of research results and the level of researchers. Cooperative community is a form of research organization that produces both results and talents, and it is an effective way to cultivate outstanding achievements and backbone of teachers' scientific research in primary and secondary schools.

There are two ways of cooperative research: first, teachers participate in projects presided over by teaching researchers (such as undertaking sub-project tasks). Teachers can learn from the research design and operation of teaching and research staff to improve their research level. In cooperative research, the teacher is not a supporting role, but an independent researcher, who should have his own independent research process, new understanding and perception. Second, teachers' scientific research projects involve teaching and research personnel. This is an organizational model with teacher research as the main body, teaching and research staff participating in discussion, equal dialogue and common experience of the research process. This method is often to build a discussion platform, carry out regular and irregular inquiry activities, find problems, analyze reasons, propose solutions to problems, and then carry out various studies to jointly refine research results. In this process, teachers rely on teaching researchers rather than them. Teaching researchers give teachers full respect and recognition and believe in their unique perspective and research ability.

To establish a cooperative research community, we should pay attention to the following points: first, take the research topic as the link, and choose teachers (or teaching and research personnel) who have needs and expertise and can effectively undertake research tasks to participate. The second is to implement the research method of combining unification with separation, that is, to maintain the relative independence of their respective research work under the common program. Thirdly, under the premise of insisting that teachers are the main body of research, teaching researchers play a leading role. Starting from the reality of teachers' research, we should help solve the puzzles and problems in the research, respect teachers' individual differences, implement classified guidance, adhere to the guidance-oriented, inspire ideas, help develop resources, and jointly refine the results, instead of overstepping our responsibilities. Efforts should be made to mobilize the enthusiasm of teachers to participate in scientific research projects. In cooperative research, teachers and researchers should always pay attention to the cultivation of "research-oriented" teachers, not just academic guidance, but "growing up in success"

Second, teaching and research staff are guiding teachers to study problems.

(A) interdisciplinary knowledge issues

Teachers in primary and secondary schools carry out research in a wide range of fields and encounter the problem of interdisciplinary guidance. Research tutors, like other teachers, have their own academic background, and at the same time, their guidance is often subject to this knowledge. What should I do? Taking the guidance of "Study on the Strategies of Mental Health Education for Left-behind Students in Rural Junior Middle Schools" as an example, the author talks about how scientific research counselors solve interdisciplinary knowledge problems.

1. Conduct self-training.

Is to learn relevant knowledge one step ahead of time. At first, the author studied the documents related to children's development policies, such as "China Children's Development Program" and "Guidelines for Mental Health Education in Primary and Secondary Schools", as well as various documents and policies related to mental health education for left-behind children, so as to understand the relevant policies of mental health education for left-behind children. Then, we will learn the monographs on mental health education of left-behind children, such as 2 1 Century Guidance for Mental Health Education of Primary and Secondary School Students and Classic Case Analysis of Mental Health of Primary and Secondary School Students, so as to understand the knowledge of students' mental health education, and then guide teachers how to learn relevant theories, collect and sort out works on mental health education of left-behind children, and learn from other people's research results for literature research and practical research. So as to avoid the blind spot of subject knowledge guidance.

2. Take the initiative and hire an expert guidance group (advisory group) for professional guidance. This can make up for my professional deficiencies.

3. "Learn by doing, learn by doing"

There is a lot of interdisciplinary knowledge to learn, but time and experience are limited. Therefore, we can only learn the knowledge closely related to the research needs in the guidance process, so as to achieve the most economical learning method. If you encounter professional problems that you can't guide, you can ask your colleagues for help in time, or you can use the open modern network to collect relevant experience, learn from others' practices, and avoid your blind exploration.

(B) the artistic problems of hierarchical guidance

1. Method of guiding objects

There are three main types of guidance objects involved in scientific research guidance: first, the principal as the leader of the research group; The second is to be the leader of the teaching and research group; The third is the subject teachers who participated in the research. According to different objects, the guidance method should be different, so hierarchical guidance is an effective method. Therefore, it is necessary to carry out research to understand the disadvantages and advantages of different guidance objects in the research, especially to clarify their responsibilities and give them artistic and differentiated guidance, so that they can perform their duties and gain something. For example, the principal's guidance focuses on how to effectively manage the project, how to formulate the project implementation plan, establish the project management system to encourage teachers to participate in the project research, and arrange appropriate human, material and financial input; When guiding the leader of the teaching and research group, we should pay attention to the discipline research function of the sub-research group, give full play to the school-based research function of the teaching and research group, and improve the research ability of teachers in this discipline group through online teaching and research, on-site teaching and research, etc. When guiding teachers to carry out classroom research, it is mainly to guide subject teachers to creatively apply advanced theories, improve teaching behavior, and accumulate and refine research results in time according to subject requirements and subject characteristics.

2. The artistic problems of collective guidance and individual guidance

According to the actual needs, we can give collective guidance to the common problems faced by the research, or give individual targeted guidance according to the special problems of individual teachers. In order to obtain the effectiveness of guidance, teaching researchers need to fully and truly understand the practical difficulties faced by each researcher, which requires in-depth observation in class and communication with the instructed to obtain their real situation, so as to achieve the effectiveness of guidance.

(c) flexibility.

Project research is unpredictable, for example, what if the project is too big and it is difficult to achieve the expected goal in actual research? The research progress is too slow, and it is difficult to complete the research within the expected time. What should I do? What if the original path and method are not feasible? ..... Faced with these problems, teaching and research staff can't use the existing fixed thinking to deal with them, but need flexibility. So, how to cultivate flexibility?

1. Cultivate reverse thinking in reflection

When primary and secondary school teachers encounter some setbacks or failed teaching cases in the project implementation, as teaching researchers, they should reflect on themselves, which research link has gone wrong, the researchers' own literacy and research methods, analyze the reasons from the failed cases, and avoid rigid research thinking.

2. Cultivate divergent thinking in brainstorming

When teaching researchers are faced with intractable problems that cannot be solved for a while, they must rely on the strength of teaching researchers and the masses, adopt the method of brainstorming, and find various paths and methods to solve the problems.

3. Cultivate different thinking in new democracy.

Wisdom and experience come from the masses, and the best teachers of teaching researchers are often the objects of guidance, while scientific research experience and methods sometimes come from some excellent teachers who participate in research. Therefore, when improving professional development, teaching and research personnel can make use of the educational wisdom of the masses to achieve the purpose of "learning from each other's strengths".

(D) Personality literacy issues

As a county-level teaching researcher, one of the most important factors is personality cultivation, and more importantly, a democratic and equal attitude, exemplary research ability and dedication.

1. Treat teachers with a democratic and equal attitude.

At present, some teaching and research personnel claim to be authoritative and can't establish harmonious interpersonal relationships, which makes the instructed people have rebellious psychology towards the teaching and research personnel and affects the guiding effect. Therefore, teachers and researchers must put down their airs, oppose the behavior of "learning hegemony" and get along with the educated on an equal footing, thus stimulating the research enthusiasm of the educated.

2. Improve your research ability.

To guide others effectively, we must have a deep research foundation, otherwise it is difficult to convince others. This requires constant self-challenge, hard training of basic skills, courage to undertake scientific research projects at all levels, and achieve certain research results; It is necessary to continuously publish and distribute decent monographs and papers.

3. Selfless dedication and self-improvement.

In order to effectively guide primary and secondary school teachers to carry out subject research, teaching and research personnel should not only have good research professional skills, but also have dedication regardless of personal interests. As far as teaching researchers are concerned, only by devoting themselves to the scientific research guidance of primary and secondary school teachers without compensation can they infect and motivate teachers, stimulate their enthusiasm for participating in educational scientific research and produce the best guiding effect.