The hierarchical management mode determines that some schools pay more attention to the management of grade groups, but relatively despise the management of teaching and research groups and lesson preparation groups. Therefore, some schools are only satisfied with the establishment of teaching and research groups and lesson preparation groups, and can carry out some activities symbolically, which has not made the construction of teaching and research groups embark on the road of healthy development. Under the current situation and conditions, the teaching and research group has not yet become an important base for teachers to continue their study and research. 2. In practical work, some school leaders pay attention to the cultivation and guidance of teachers, and lack sufficient understanding and necessary method guidance for the collective construction of teaching and research groups. The head of teaching and research group and the head of preparing lessons are not democratically elected, but subjectively appointed. Some group leaders simply can't reflect the "long" role, and some teaching and research activities can't be carried out. 3. School teaching and research activities are not institutionalized, school leaders fail to go deep into the front line of curriculum reform, and some leaders fundamentally give up teaching. Although the issue of curriculum reform was discussed at the relevant meeting, it was just an armchair strategist. Therefore, the established system can not proceed from the actual needs and can not grasp the integration of teaching, scientific research and research. The so-called scientific research to promote teaching, promote classroom reform and improve teaching quality is only limited to slogans, and it is still a weak link in specific operation and implementation.

(2) Within the teaching and research group: 1. The work of the teaching and research group is conservative. Judging from the working methods of the teaching and research group, some teaching and research group leaders can't adapt to the requirements of the new curriculum reform in subject teaching and research activities. They are content with the old teaching and research model, do not make progress, and lack innovative consciousness and ability to change. Daily teaching and research activities mainly focus on collective lesson preparation and theoretical study, without specific teaching and research objectives, detailed teaching and research measures and operational teaching and research strategies, and the teaching and research group has not played its due leading role in discipline teaching and research and the construction of teaching staff. 2. The activities of the teaching and research group are fleeting. Looking at the whole process of teaching and research activities, some teaching and research groups cannot actively and effectively carry out their work according to their own discipline characteristics, and lack specific implementation plans and clear teaching and research topics in teaching and research activities. Teaching and research activities have more become empty preaching activities of some educational laws, regulations, policies and educational teaching theories. The whole teaching and research activities lack effective professional guidance and meticulous overall arrangement in promoting teachers' professional development, improving the quality of education and teaching, and cultivating students' study habits, learning methods and learning ability. Secondly, from the perspective of teaching and research effect, the activities of the teaching and research group are too simple and become a mere formality, so it is impossible to conduct in-depth research on the problems in teaching, and there is a lack of in-depth discussion and communication between teachers. 3. Evaluation of teaching and research group. The evaluation of the work of discipline teaching and research group has always been a difficult point in school management. On the one hand, most schools have not established a perfect evaluation system and corresponding rules and regulations in time, and have not defined the basic functions of teaching and research team leaders and the basic norms of teaching and research activities, and they lack corresponding institutional constraints on teaching and research activities, which are arbitrary and lax in management; On the other hand, when evaluating the work of the teaching and research group, the school only measures the effectiveness of the work of the teaching and research group by the number of teaching and research activities and materials, and lacks in-depth understanding and analysis of the teaching and research activities. These simple evaluation methods have dampened the enthusiasm of the head of the teaching and research group and restricted the effectiveness of the work of the teaching and research group.

(c) Teachers themselves: 1. The activities of the school management teaching and research group do not follow the principle of seeking truth from facts, can not proceed from actual needs, and do not help teachers' professional growth. Therefore, some teachers think that teaching and research activities are a burden, and there is no substantial gain, which leads to the low enthusiasm of many teachers to participate in teaching and research group activities. For example, we often hear some teachers say, "Where is the time for teaching and scientific research?" 2. Some teachers think that their job is to attend classes, prepare lessons, guide, correct homework and take exams. What schools, education bureaus and parents need most is exam results, while teaching and research sometimes get twice the result with half the effort, some of which are not operable, and the result is not worth the candle and the research desire is not strong. 3. The school lacks research atmosphere, some teachers have no problem consciousness, and they often don't realize their research value when they encounter teaching problems. For example, some teachers are inefficient in class and can't complete the teaching task, so they desperately ask for more classes, rarely consciously reflect on their teaching process, and rarely consider combining their teaching with scientific research. 4. In today's education evaluation system, the main content of evaluation is teaching achievements, and the evaluator values the individual teachers, which leads to some teachers only paying attention to self-growth, and it is difficult to communicate sincerely with others and express their opinions. Even if you participate in the exchange, the analysis and discussion are only superficial and unwilling to study in depth.

Second, on the construction of teaching and research groups (1) strengthen the organizational construction of teaching and research groups 1. According to the actual situation of the school, the discipline teaching and research group should be set up and adjusted reasonably to facilitate teaching and teaching research. Generally, teaching and research groups are set up on the basis of disciplines. On a smaller scale, by merging related disciplines, a teaching and research group was established. Interdisciplinary teachers are included in the teaching and research group of their main courses, and they must also participate in the teaching and research group activities of certain part-time disciplines. School leaders organize corresponding teaching and research groups according to the situation of part-time classes. 2. Set up a lesson preparation group under the discipline teaching and research group, which is an organization that organizes students to carry out teaching and research in grades. The responsibilities and scope of activities of the teaching and research group and the preparation group are different. Strengthen overall planning and coordination, so that the two-level teaching and research organizations can give full play to their corresponding roles. 3. The leader of the teaching and research group is the direct leader and organizer of the teaching and research group, an important force in school teaching management and an important link between school leaders and teachers. Select the backbone teachers with good ideological and moral character, high teaching level, strong scientific research ability, certain organization and coordination ability and the ability to unite the masses as the leader of the teaching and research group. The appointment system and tenure system shall be implemented and updated and adjusted regularly. Clarify and implement the post responsibilities and corresponding treatment of the teaching and research team leader, actively absorb the teaching and research team leader to participate in the research, decision-making and management of school teaching work, and fully mobilize their enthusiasm and creativity. The Academic Affairs Office establishes a regular meeting system for the heads of teaching and research groups, and regularly studies and deploys teaching management.