-"Normalization of Education and Scientific Research" Series 7
Teachers, teachers' collective and professional researchers are the three core elements of the normalization of educational research, which constitute a trinity relationship. Teachers' self-reflection, teachers' collective peer assistance and professional guidance of professional researchers are the three basic forces and behaviors to carry out the normalization of educational research and promote teachers' professional growth, and they are indispensable.
I. Self-reflection
Self-reflection is the dialogue between teachers and themselves, the basis and premise of the normalization of educational research, and the most common and basic activity form of the normalization of educational 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. Self-reflection is considered as "the core factor of teachers' professional development and self-growth". Only by transforming it into teachers' personal self-awareness and conscious reflective behavior can the normalization of educational research be truly implemented.
(A) the process and stage of self-reflection
According to the teaching process, teachers' self-reflection can be divided into three stages: before teaching, during teaching and after teaching.
Before teaching. On the basis of previous teaching experience, this paper makes a critical analysis of new teaching activities and makes an adjustment prediction, which is forward-looking.
2. In teaching. It refers to the timely discovery, automatic reflection and rapid regulation of problems in the teaching process. This kind of reflection is a kind of wit and sensitivity in teaching.
3. After teaching. It is to discover and study the problems in the process after a certain teaching activity comes to an end, or to rationally summarize and improve the effective experience under the guidance of certain ideas. This kind of reflection is crucial.
(B) the content and role of self-reflection
Teachers' self-reflection includes three aspects: teaching concept, teaching behavior and teaching effect. 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 constantly update teaching concepts, improve teaching behavior, improve the autonomy and purpose of teaching work, overcome passivity and blindness, and improve teaching level. Teachers should do the following to reflect on themselves:
1. Analyze the current situation of teaching and find problems. Teachers should consciously and comprehensively examine their own teaching practice, for example, by writing reflective diaries and autobiographies to evaluate their own teaching level and teaching ideas, clarify the teaching problems existing in specific teaching situations, and understand what, why and how the problems are. And through collective discussion, clear the problem. This process can enhance teachers' awareness of problems and help teachers find problems from problems.
2. Look at the problem from multiple angles. After the problem is clear, teachers should look at it from different angles: (1) the perspective provided by self-reflection. Including recalling the teacher's own teaching experience as a student and some experiences and lessons in teaching after becoming a teacher. ⑵ The perspective provided by our students. Let the students talk about their feelings about these problems. (3) the perspective provided by colleagues. Please make some pertinent comments on the problems in your teaching. (4) The perspective provided by educational literature. Read some educational literature and get useful enlightenment from it.
3. Conduct an end-means analysis. Teachers focus on the problem, collect data and information related to the problem, and make clear the purpose of solving the problem. In this process, teachers can constantly ask themselves questions, collect relevant information from existing knowledge, other teachers and various documents, find out various means to solve the problem, then evaluate various means to achieve the goal and choose the final solution. This process helps teachers to fully mobilize the potential of all aspects and master and improve their ability to solve problems.
4. Implement the action. After choosing the action plan, reflection enters the implementation stage. All measures should be implemented in the whole process of teaching. Teachers should constantly observe and reflect on the implementation effect, and modify and adjust the action plan at any time.
5. Summarize the assessment. Teachers should make professional judgments on the implementation effect and draw temporary conclusions after reflecting on the implementation of the plan for a period of time or a stage. Among them, it is important to reflect on the learning effect of middle school students and the teaching experience of teachers, and make corresponding evaluations. This summary and evaluation is the end of the last action and the prelude to a new round of reflection.
Second, peer assistance.
Peer assistance is a dialogue between teachers and peers, and it is the symbol and soul of the normalization of education and scientific research. Normalization of educational research emphasizes that teachers 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.
(a) Types of peer assistance
1. Organizational. Refers to the purposeful and planned seminar organized by the school.
2. Self-hairstyle. It means that teachers take the initiative to discuss with their teaching partners, which can happen or end at any time regardless of time, place and form. In fact, this form of mutual assistance is rich and regular.
(b) methods of peer support
The essence of peer assistance is the communication, interaction and cooperation between teachers as professionals. Its basic methods and forms are as follows:
1. Dialogue. The types of dialogue can be divided into: (1) information exchange. For example: information conference-everyone makes their information public; Reading Briefs-Books, ideas and experiences we have read. (2) Experience sharing. Hold an experience exchange meeting or experience summary meeting-everyone will share and exchange their success stories and experiences, lessons and feelings of failure with colleagues. (3) Curriculum Reform Salon. The salon of curriculum reform can also be called in-depth interview. In-depth talks can be thematic or non-thematic. It is a free, open and divergent process, which will induce teachers to show and express their deep-seated views, thoughts and wisdom, and this process is also the most fruitful and constructive, and it will emerge and form many valuable new insights. (4) Thematic discussion. Special discussion means that everyone gets together to speak freely on a certain issue and put forward their own views and opinions.
2. Collaboration. Collaboration means that teachers look for partners and share the responsibility of completing the research task of a certain problem, which has both the common research purpose and their own research responsibilities. Collaboration emphasizes team spirit: (1) Give full play to each teacher's hobbies and personality, so that teachers can grow up in complementary symbiosis. ⑵ Give full play to the role of every teacher, and every teacher should promote each other's growth through interaction and cooperation. ⑶ Teaching and research group activity is the most important teaching practice for teachers to cooperate and reflect together, and it has become an effective internal organization form for schools to promote the normalization of education and scientific research; It is also an important measure to establish a unified teaching and scientific research management system. ⑷ Interdisciplinary teachers' teamwork will attract much attention in the standardization of education and scientific research. 5. Collective lesson preparation, collective observation and collective evaluation are one of the manifestations of its activities. Its advantage is that teachers have partners to discuss teaching problems with each other. Teachers can share lesson preparation materials and classroom teaching skills, analyze teaching situations and discuss teaching improvement strategies together, so as to strengthen teachers' attention and improvement of self-teaching, and learn from their peers' teaching experience.
3. Help. Help refers to excellent teachers with rich experience in scientific research and teaching and outstanding achievements, who guide new teachers or teachers whose teaching ability needs to be improved, play the role of inheritance, help and guidance, and make them adapt to the requirements of roles and environment as soon as possible. All kinds of backbone teachers in schools should play an active role in peer assistance through daily forms of teacher mutual assistance such as "taking care of the old and bringing up the young" and "pairing", so as to prevent and overcome the phenomenon that teachers are helpless and helpless, and achieve the goal of common improvement. Open class presentation is also a common form of peer-to-peer assistance between teachers within or between schools, and it is also a kind of listening and communication between teachers and experts. It provides opportunities for teachers to communicate and learn from each other, which helps teachers to study, teach and study students in depth and improve the quality of education. The mutual observation and guidance among teachers should be based on teachers' needs, renew ideas, implement behaviors, carry out teaching evaluation activities and attach importance to the process of teaching reflection.
Third, professional guidance.
Professional guidance mainly refers to the normalization of professional researchers at all levels participating in school education and scientific research. Although the normalization of educational research is based on school teachers and carried out in schools, it is not completely limited to the strength of schools, because the normalization of educational research is practical research under the guidance of certain theories. Without the guidance of advanced ideas, it may fall into the repetition of experience summary and even lead to formalization and mediocrity.
(A) the nature of vocational guidance
It is the guidance of theory to practice, the dialogue between theory and practice and the reconstruction of the relationship between theory and practice.
(B) Vocational guidance methods
1. Teachers consciously learn and absorb advanced teaching theories and apply them to reflective and interactive research activities. This is the only way for teachers to become educators from teachers, and the theory of teachers' self-study is actually a hidden professional guidance.
2 relying on the guidance of experts and scholars, through the establishment of research or experimental bases, to guide the school's teaching reform experiments and promote the experimental results of researchers.
The form of professional guidance
As far as its form is concerned, there are mainly academic special reports, theoretical study guidance lectures, research site guidance and teaching professional consultation. Each form has its specific function and helps to achieve a certain purpose, but in terms of promoting teachers' professional growth, research and teaching on-site guidance are the most effective forms and the most popular forms for teachers. Practice has proved that professional researchers and teachers prepare lessons, attend classes and evaluate classes together, which is of greatest help to teachers.