? There are many ways and methods for the professional development of backbone teachers. To sum up, it is nothing more than "three depends": one depends on oneself, the other depends on peers and the third depends on experts. Therefore, "autonomous learning", "peer assistance" and "expert guidance" have been promoted to three strategies to promote the professional growth of key teachers under the background of the new curriculum. According to the practical experience of our school, in the specific operation, each strategy contains three operation modes, which complement each other and complement each other.
? 1. Self-study strategy
? A way of independent learning: reading.
? Reading is one of the main tasks of teachers' lifelong learning. Reading can enrich their knowledge, consolidate their cultural heritage, broaden their educational horizons and improve their understanding. Teachers read books, advocate reading whole books, and read more basic books and classic books, which is the foundation of their professional growth. Of course, we should also read all kinds of educational newspapers and periodicals, because many words in these periodicals reflect the current educational hotspots and the trend of educational reform, which has a strong guiding role in the current educational reform.
? There are many ways to read, but teachers' reading mainly includes intensive reading, extensive reading and study. Intensive reading focuses on the depth of reading To achieve "no pen and ink, no reading", not only do you need to take some notes in the process of reading, but sometimes you need to write some reading notes and feelings after reading. Such intensive reading is conducive to the in-depth dialogue between teachers and texts, and to teachers' understanding and construction of educational concepts and essence. Extensive reading pays attention to the breadth of reading, and can browse and search a large number of materials and valuable information in a short time, providing teachers with a broader knowledge background. Learning pays attention to the combination of breadth and depth, which requires teachers to study many similar and related books and articles extensively in combination with their own topics, topics or problems, and master a lot of information related to the topics, so as to improve their understanding level and research starting point of the same problem.
? The second way of autonomous learning: reflection
? Reflection refers to "recalling" and rethinking the educational process that has happened, from which we can evaluate the effect and success or failure of practical activities, explore the reasons and mechanisms, and provide experience and decision-making for the next stage of practice. Reflection in education runs through the whole process of education, which can reflect on both the success and the failure of education and teaching; We can reflect on the generation of teaching wit, the uniqueness of students' performance, the improvement of teaching design and so on. Educational reflection can generally be divided into three links: the first is the review of the practical process and educational phenomena, the second is the value judgment and essence exploration of the above-mentioned processes and phenomena, and the third is to provide educational enlightenment and operational strategies for the follow-up practice.
? The third way of autonomous learning: writing
? Teachers' writing is an important content in the process of independent research. Reading and reflection can improve the effectiveness and pertinence of educational practice. A large number of rich and valuable dynamic materials accumulated in educational practice can only be condensed into static texts through writing. Condensing dynamic materials into static texts is the externalization of teachers' educational thoughts and the improvement of teachers' educational level and ideological level. School-based research without words is shallow and pale.
? In autonomous learning, there are various forms of writing, and each form has its own advantages and disadvantages. Teachers usually write in the following four forms: the first is to write some reflections, which can be combined with classroom teaching. There are always many feelings and gains after class, which can be recorded in the lesson preparation book in time and become the teaching postscript; Second, write a teaching diary, briefly record and describe important teaching behaviors and phenomena after the end of the day's work, and write your own immediate thoughts; The third is educational essays. In a certain period of time, through study, practice and reflection, some perceptual and rational understanding of a certain problem is recorded in the form of prose. The genre is not limited, it can be described, discussed, recorded and lyrical. Fourth, the educational thesis is a more comprehensive and rational summary and discussion of a research topic by teachers after staged practice and thinking.
? 2. Peer assistance strategy
? One of the ways of peer assistance: seminar
"Grinding class" is an intuitive expression of classroom teaching research, which often consists of three links: preparing lessons, attending classes, attending classes and evaluating classes. The process of "grinding lessons" is a complete process of teaching management, which just constitutes a complete process from the formulation of goals to concrete implementation, and then to the final summary and evaluation. Every link in the "grinding class" is a collective participation in discussion, planning, revision and perfection, which embodies the collective will and wisdom, and is full of democratic and harmonious atmosphere, automatically forming a dynamic "magnetic field" to drive each member to participate independently and run freely.
Although "grinding class" has its relatively closed operation process, the end of one process means the beginning of a new process. Therefore, there is another research behavior of "grinding class", which continues to track and study the spiral upward trajectory. There are two methods of "grinding class" that are worth popularizing. The first is "multiple classes in one class", that is, the same class is taught by several teachers at the same time. The greater the geographical span of the teachers, the greater the differences in teaching styles and ideas, and the greater the value of research and discussion. This kind of grinding class can often make teachers learn from each other, learn from each other's strengths, improve optimization, and be conducive to the deepening of educational reform; The second is "one class per person", that is, a class is taught by a coach several times. After each class, there is a process of collective discussion and revision of teaching plans, and then re-teaching, vertical comparison of success or failure, further revision and improvement, continuous optimization and continuous transcendence. Both methods adopt the research strategy of "comparative method", and the horizontal and vertical comparison is conducive to deepening teaching research.
? The second way of peer help: salon
"Salon" originally meant a small gathering of elegant people in literature and art. This article refers to the thematic small-scale educational discussion activities between educators or educational researchers. Such a seminar has the following characteristics: first, it should have a suitable theme; The second is to have a certain number of teachers or experts; Third, there must be a host who can play a role in threading the needle; Fourth, we should have a free and profound dialogue around the theme. There is no absolute authority among the participants, and everyone has his own opinion. There is always the exchange of ideas, the collision of wisdom and the confrontation of views; Fifth, we should finally form a phased view or recognition of the topic under discussion, which is the organic integration of everyone's views and wisdom.
There are many forms of "salon" in school education, which can be divided into "scene salon" and "network salon" according to the way of "salon", among which, scene salon is the salon in real scene. Its advantages are good atmosphere, frequent interaction and fast information transmission. Online salon refers to the salon where participants are in the same forum or chat room on the Internet. Its advantages are not limited by space, rapid formation of characters and wide spread.
According to the content of the salon, it can be divided into reading salon, teaching salon, moral salon, topic salon and management salon. In our school, the reading salon is mainly composed of grade groups, with the grade leader as the host; The teaching salon is mainly a research group, and the host is the teaching director or the teaching and research team leader; The moral education salon mainly takes the class teacher as the unit, and the host is the director of the moral education department; The project salon is mainly a research group, and the host is the director of the teaching department or the project leader; Management salons are mainly administrators of schools or several schools, and the host is often the principal. These salon groups regularly carry out effective salon activities and become an important form of peer assistance, which fully stimulates the potential and wisdom of teachers.
The third way for peers to help each other: display
Schools regularly show the phased practice, thinking and achievements of their respective research topics to other teaching and research groups or teachers by teaching and research groups or research groups as research groups. Although the exhibition of teaching and research is temporary and short-term, there is indeed a lot of preparation before the exhibition. Taking the teaching and research group as an example, the head of the teaching and research group should divide the work before the exhibition, make clear everyone's exhibition tasks and contents, and form a whole and series exhibition. For example, around the research topic, arrange activity planners, classroom instructors, event hosts, event spokespersons, media propagandists, problem discussants, achievement collectors and so on. In the exhibition activities, all members of the exhibition team can do their best and show their magical powers, and their professional ability will be better cultivated and exercised throughout the exhibition process.
3. Expert-led strategy
One of the leading ways of experts: lectures
In the new curriculum reform, expert guidance has become an important way for teachers' professional growth. Teachers can accept experts' educational ideas, educational thoughts and views on some educational issues in a short time, open their own educational horizons, gain educational enlightenment in some aspects, promote teachers' in-depth thinking in some fields, and stimulate teachers' enthusiasm for exploring educational issues. Different experts have different research fields. Before inviting an expert, the school should know something about his academic expertise. The specific lecture content can be determined according to the actual needs of schools and teachers, and then "defining people by topics" can give full play to his academic advantages and research expertise. In recent years, our school has invited Cai, editor-in-chief of Young Teachers in Primary Schools; Li Zhencun and Tan Hongsheng, editors-in-chief of Chinese Teachers in Primary Schools; Hua, senior editor of Mathematics Teachers in Primary Schools; Hu Dongfang, professor of China Normal University; Shan Daqi, Bo, special teachers; Su Min, Pan, Xu, Yuan, and other experts in the teaching and research section of Suzhou Academy of Educational Sciences. Their wonderful lectures are still fresh in people's memory, and their educational ideas and viewpoints still have a guiding and promoting role in the educational reform of our school.
The second way of expert guidance: dialogue
It is not easy for us to invite an expert to our school. In order to give full play to the role and value of experts, our school not only arranges experts to give special lectures or reports, but also fully mobilizes some key teachers to have dialogue and interaction with him. Around some common topics, teachers and experts talk about their own ideas and opinions together, inspiring each other, complementing each other and enriching each other. If teachers listen to experts' lectures in a one-way way, then the dialogue with experts is more two-way or even multi-directional communication; If "lecture" is the infiltration of experts into teachers' educational thoughts and concepts, then "dialogue" is the ideological enlightenment and wisdom collision between experts and teachers. A teacher who can fully talk with experts is of course an excellent teacher with thoughts, details and connotations. The dialogue between Li Zhencun, editor-in-chief of Chinese Teachers in Primary Schools, and Chinese teachers in our school on the new trend of Chinese teaching reform in the new curriculum reform, and Liu Chongshan, editor-in-chief of Writing World and a writer of children's literature, and Chinese teachers in our school on the ideas and strategies of composition teaching have left profound enlightenment to the teachers in our school who participated in the dialogue. )
The third way of expert guidance: diagnosis
Educational experts have many functions and ways to lead schools. In addition to the above-mentioned "lectures" and "dialogues", there is also a "diagnosis" of school education problems. The educational scientific research independently carried out by school teachers must be "married" with relevant educational experts, and finally fruitful scientific research results can be achieved. For some important topics in school-based research, relevant experts should be hired to consult the school at the important research stages such as opening the topic, interim report and closing the topic. The effectiveness of school-based research can be further improved through the phased diagnosis and evaluation of the problems, ideas, practices and achievements in the process of school-based research by experts. Expert diagnosis in the opening stage can make us more clear about the purpose, significance, operation points and strategies of the research; Expert diagnosis in the interim report stage can help us understand the phased results of research, help us better sum up successful experiences, find existing or potential problems, and point out the research direction and operational focus in the next stage; The expert diagnosis in the conclusion stage can help us systematically summarize the research results and experience, help us rationally think about the research process and enhance the value, and promote the popularization and application of the research results.
Excerpted from Three Gorges Education. On the Signs, Stages, Approaches and Strategies of Professional Development of Key Teachers