1, "Doing class" activity
It is planned to carry out "model class for famous teachers", "model class for new teachers", "excellent teacher evaluation class", "backbone teacher performance class", "learning report class", "teaching literacy and writing seminar", "teaching composition seminar", "interactive class for urban and rural teachers", "interactive class for teachers in brother schools" and "learning report class".
2. Special teaching and research activities
Carry out activities such as collective discussion on preparing lessons, reviewing special topics, teaching and research on literacy and writing, reading special topics of ancient poems, composition teaching and research, reading teaching lectures, collective discussion on teaching and research classes, exchange and demonstration of new teachers after class, and determination of research topics.
3. School-based training activities
Carry out school-based teaching and research, "urban and rural linkage, township joint film" activities.
4. Practice basic skills.
Organize teachers to carry out activities such as "three-character" (brush, pen and chalk) competition, speech competition, case analysis competition, reading notes evaluation, and specialty display.
What is the main content of the activity of teaching and research founding year?
In one semester, the kindergarten's public observation, evaluation, case analysis, theoretical study, teaching reflection,
The arrangement of kindergarten equipment and the design of district corners all belong to the content of teaching and research activities.
What are the main contents of kindergarten teaching and research activities?
In one semester, the kindergarten's public observation, evaluation, case analysis, theoretical study, teaching reflection,
The arrangement of kindergarten equipment and the design of district corners all belong to the content of teaching and research activities.
What is a teacher's teaching research?
Teachers' scientific research mainly refers to the scientific research process carried out by teachers around school teaching, classroom teaching as the center, teaching plan, curriculum standards, teaching materials and teaching methods. It refers to the research on education, teaching, teachers, textbooks, tutorials and teaching methods. The study of teaching or curriculum teaching is a study specifically aimed at teaching.
Teaching research consists of four elements: taking education (teaching) as the object, having appropriate research methods, being able to draw scientific conclusions and belonging to a cognitive activity or process.
What does a complete teaching and research activity in primary schools include?
Teaching and research activities are school-based practical research activities with the goal of promoting students' all-round development and teachers' professional progress, taking various specific educational and teaching problems faced by teachers in the course of school curriculum implementation and teaching as the research object, teachers as the research subject and professional researchers as partners.
A complete primary school teaching and research activities include four aspects:
1, determine the theme of teaching and research activities. Find teachers' confusion and ask questions, grasp the problems to be solved and determine the theme of teaching and research activities.
2. prepare lessons. Around the theme of teaching and research activities, the teachers are agreed, the teaching materials are determined, and lessons are prepared. Lesson preparation process: individual lesson preparation → collective lesson preparation → individual lesson preparation.
3. Take a public observation class.
4. Collective discussion.
What is the main content of primary school teachers' teaching research? 15.
The problem is the subject; Teaching is research. Teachers' teaching and research activities are in daily teaching.
What are the contents of teachers' teaching and scientific research achievements?
1. Scientific research consciousness Scientific research consciousness refers to people's desire to actively engage in scientific research and concentrate on capturing and discovering scientific research topics. It is the internal motive force of scientific research activities, which mainly includes its own sense of role, problem, information and cooperation. The so-called self-role consciousness refers to teachers' understanding of scientific research that should be carried out in the teaching profession, their recognition of scientific research teachers, and their understanding of their own scientific research ability and advantages. The stronger the consciousness, the greater the determination to act. Here, I think the recognition status of scientific research teachers is the most important. The so-called problem consciousness, that is, teachers' understanding of educational phenomena and accurate judgment of educational achievements and things, is reflected in teachers' choice of scientific research topics. The more we can see the essence of educational phenomenon through the phenomenon, the higher the accuracy of topic selection and the more sensitive it is to new situations and new problems. The so-called information consciousness, that is, the ability to capture scientific research problems and solve problems, with clear thinking and adequate preparation, can find the evidence and key to solving problems as soon as possible. The so-called cooperative consciousness refers to the psychological state that teachers rely on the ability of others or help others to tackle key problems together. The more cooperative people are, the more they can brainstorm and enrich themselves. Second, scientific research consciousness is an essential theoretical knowledge and method for educational scientific research. Because of the particularity of educational research objects, the knowledge and methods needed are very extensive and in-depth. According to reports, in the process of establishing situational education theory, Li Jilin has carried out extensive reading and learning, involving pedagogy, history of primary and secondary education, psychology, brain science, aesthetics, linguistics, sociology, literary and artistic works, children's books, current affairs news and scientific information. Among them, books belonging to methodology include Principles of Marxist Philosophy, System Science, Principles of Optimization and so on. When conducting educational scientific research, ordinary teachers should not only have the necessary subject knowledge, but also have the knowledge of educational scientific research. 1. The basic theories of educational scientific research mainly include pedagogy, psychology, school management, educational psychology, educational statistics, educational sociology, educational economics, educational culturology, etc. He has universal guiding value for education and scientific research. 2. As a concrete scientific practice, the theory of educational scientific research specialization has its specific research object, research process, research methods and research results. Therefore, it must have its specific research norms and requirements and form a relatively independent discipline, including educational research principles and educational research methods. It is the premise and foundation to ensure the effectiveness and scientificity of educational research. Third, scientific research ability Education scientific research ability is the practical ability to apply educational scientific research knowledge to solve corresponding problems in educational scientific research situations, which mainly includes the ability to find problems, the ability to predict design, the ability to screen information, the ability to implement operations and the ability to express words. 1, the ability to find problems. Scientific research begins with problems. Whether we can find valuable problems in education, teaching and management practice and design them as research topics is a key step in the whole research process. 2. Predictive design ability According to the information you have, predict the future changes and design the working ideas and goals of the whole project. 3. Information screening ability refers to the acquisition, identification, classification, coding, evaluation and utilization of relevant information. There are many sources of information in modern society, and the value of this ability is becoming more and more important. 4, the ability to perform operations is the ability to execute and adjust all aspects of the project. 5. The ability to express words refers to the ability to apply the conclusions drawn from painstaking research to words and express them through scientific research reports, papers and works. This is the last link in scientific research, and it is also an indispensable link. Lu Jiaxi, a famous chemist in China, once said, "A person who can only create but not express is not a real scientific researcher". Fourth, the spirit of scientific research The spirit of scientific research emphasizes upholding truth, seeking truth from facts, promoting democracy, and fully cooperating and innovating.
Teaching and research office
Teaching and research can be divided from three angles: the place of occurrence, the main body of teaching and research organization and the teaching and research goal. It is suitable for network teaching and research, regional collection preparation and subject resource construction. The three-person teaching and research model is divided into three layers from top to bottom. The first layer: three specific links of the three-person teaching and research model: personal design, mutual evaluation and integration, and practical reflection. The second layer: the correspondence between the model and the development process of teaching and research. The third layer: the characteristics of the model, namely, the embodiment of technology and form. The information technology platform can be a dedicated platform, or a platform such as public blog, Weibo, WeChat and micro-lesson. The three specific links of the first layer are: link 1: personal design. It belongs to the process of externalization, which generally embodies the concept of student-centered, the landing of effective teaching mode of disciplines or the integration of information technology. Link 2: Mutual evaluation and integration. Generally, a group of 3 to 5 people (between schools and colleges) goes through three processes: mutual evaluation within the group, optimization within the group and evaluation in turn between the groups, which constitutes collision generation. The scaffolding of mutual evaluation and round evaluation can be three points (characteristics, shortcomings and suggestions) or two dimensions of PCK (vertical: students' thinking characteristics and strategies, error-prone concepts, horizontal: teaching design ideas and teaching strategies). In-group optimization follows the law of teaching and research, exercises open thinking, negotiates and finally reaches a consensus. Among them, intra-group mutual evaluation refers to the mutual evaluation of instructional design among members in the group, and intra-group optimization refers to the integration of an instructional design from a group. Rotation evaluation between groups refers to the way that when there are more than three groups (such as A, B, C), A evaluates B, B evaluates C, and C evaluates A. The third stage: the practice stage, the design scheme is tested, modified, reflected and improved. According to the above description, the process refinement model of three-person teaching and research model is obtained. Provide a route for front-line teachers to do scientific research. As Tao Xingzhi said, it is necessary to study educational issues with analytical and objective methods. Divide big problems into dozens or hundreds of small problems, and at least one person will continue to study each small problem. If so, it is not difficult to solve the big problem. Doing a small project is like writing a poem. Zhu Ziqing said: Poetry should be done in concrete ways, not in abstract words. All good poems are concrete; The more specific, the more poetic. Any good poem can make us have an obviously threatening image in our mind. This is the concreteness of poetry. The research mode of small topic includes four continuous development links: problem, topic, theme and topic selection: 1. This problem involves four steps. ① Teachers analyze teachers' teaching advantages or disadvantages according to their own teaching experience or data from the quality monitoring system in the whole region. ② Determining the teaching content to be studied is related to specific teachers. (3) Under the organization of district discipline teaching and research staff, according to the research content (small problems), determine the inter-school teacher relationship, and set up a number of research groups (small teams) with 3-5 people. (4) District teaching and research personnel systematically consider the research distribution of many small topics in this discipline in terms of teaching content and teacher coverage, and organize and plan to declare the research of small topics in this region. 2. The research period of the subject is one semester, mainly about the application of laws, techniques, models and methods in a certain teaching content. The research process and achievements of the subject can be presented (visualized) through digital stories, blogs, MOODLE, micro-courses, videos and other technologies, which is convenient for the follow-up theme teaching and research and elective courses. 3. Theme refers to the teaching and research in a thematic way. This link is the application and popularization of the research results of small topics. As the content of regional teaching and research activities, the research results are explained and displayed by the research members of small topics, with the aim of attracting one or three new research members to join at the end of the teaching and research activities. 4. Topic selection refers to the formation of a menu-based special teaching and research elective course. This link will systematically accumulate the research results of small topics with good performance for teachers in the whole region to choose and participate in, and change the situation of "big pot" in regional teaching and research activities into "buffet" (elective course) and "small stove". Comparing the above four processes with the general fractal growth model (fractal = prototype+generator+iteration), it is found that the problem corresponds to the prototype, the topic corresponds to the generator, and the topic and topic correspond to the iterative process, thus obtaining the small topic research model.
What is school-based teaching research?
School-based teaching and research is the abbreviation of "establishing a school-based teaching and research system", which refers to educational research activities that rely on schools, take practical problems in school teaching practice as research content, take school management and teachers as research subjects, and promote the common development of teachers and students. School-based teaching and research essentially belongs to action research, that is, research in action and action in research. Teachers, teachers' collective and professional researchers are the three core elements of school-based research, which constitutes the trinity relationship of school-based research. Teachers' self-reflection, teachers' collective peer assistance and professional guidance of professional researchers are three basic forces and behaviors to carry out school-based research and promote teachers' professional growth, and they are indispensable. Now I will focus on the first two aspects. First, teachers' personal and self-reflection. Self-reflection is the dialogue between teachers and themselves, the foundation and premise of school-based research, and the most common and basic form of school-based teaching and research. Reflection is a process in which teachers take their own professional activities as the object of thinking, and examine and analyze their own behaviors in professional activities and the resulting results. Reflection is not a general review (or retrospect), but a reflection, introspection, exploration and solution of various problems existing in teaching activities, which has the nature of research. Only when school-based teaching and research is transformed into teachers' personal self-awareness and voluntary reflective behavior can school-based teaching and research have a foundation and be truly implemented. In teaching, teachers take themselves as the research object, study their own teaching ideas and practices, and reflect on their own teaching ideas, teaching behaviors and teaching effects. Form your own independent thinking and creative opinions on teaching phenomena and problems, so as to truly become the master of teaching and teaching research. Through reflection and research, teachers can constantly update their teaching concepts, improve their teaching behavior, improve the autonomy and purpose of teaching work, overcome passivity and blindness, and improve their teaching level. Teachers' growth path is experience plus reflection. Teachers should always take the classroom as a case and make a diagnosis and evaluation of classroom teaching under the guidance of advanced education and teaching theories. Teachers should review and reflect on their achievements in this class every time after class. What teaching strategies are used? What teaching situations have been set up? What evaluation method is used? Which ones are successful? What could be more perfect? Taking the reflective diary as the carrier, we can record the accidental events and random thoughts in classroom teaching, find out the advantages and innovations of classroom teaching, find out the problems and shortcomings, and capture the educational ideas hidden behind the teaching behavior, so as to find the breakthrough point for improvement. This kind of reflection is also helpful for teachers to understand their own shortcomings, so as to strengthen the study and exercise of shortcomings and promote the improvement of teaching level. Teaching reflection is the core element of teachers' professional development and self-growth, and self-reflection is the most important, economical and convenient form of teaching reflection. It requires teachers to observe and reflect on their own or others' teaching behavior or teaching philosophy "privately" according to their own judgment. Its main forms are: 1 Writing after-class cases Some unexpected problems or phenomena worth pondering in class are unpredictable before class. After-class cases can record their own class scenes in detail, constantly reflect and summarize some fragments and links, foster strengths and avoid weaknesses, and improve the quality of teaching in the future. 2. Writing reflective notes You don't need everything to write reflective notes. When writing reflective notes for a class, we should consider the following questions: What instructional designs have achieved the expected results in this class? What are the highlights worth remembering? What unexpected problems caught you off guard? Wait a minute. When writing notes for a week, you should think about the following questions: Under what circumstances do you feel the closest relationship with students this month? When do you feel most anxious or depressed? What is my proudest teaching activity? Why? Wait a minute. Compared with writing lesson plans after class, writing reflective notes generally doesn't need too much pen and ink and time, but it is not as detailed as writing after-class cases, and it is easy to ignore some more important information. 3. Observing teaching videos It is an effective form of teaching reflection to compare the teaching behavior of excellent teachers with their own teaching behavior by observing the open class videos of excellent teachers. Second, teachers' collective and peer assistance. Peer assistance is a dialogue between teachers and peers, and it is the symbol and soul of school-based research. Teachers of school-based research should open themselves while reflecting on themselves, strengthen professional exchanges, coordination and cooperation among teachers and in teaching activities such as curriculum implementation, share experiences, learn from each other, support each other and grow together. Peer support is vital ... >>