Traditional teaching and research activities are limited by time and place and must be organized by special personnel. Because primary school teachers are very busy in their daily work, they have little time to concentrate on their interests except for the regular weekly teaching and research activities of the school. Although the school advocates unity and mutual assistance among teachers, due to the lack of a platform for communication and interaction, teachers often fail to communicate problems in teaching in time. Over time, the atmosphere of cooperative teaching and research between teachers will be affected, and real cooperation will be less. With the development of information technology, the network has entered our work and life more and more, and the way of learning and communication based on the network is being familiar, accepted and utilized by more people. On the basis of regular teaching and research activities in schools, effective use of teaching and research blogs to carry out online learning and various teaching and research activities will become an effective form to make up for the shortcomings of traditional teaching and research.
First, online "collective lesson preparation" is an important form of regular teaching and research activities in schools. Usually, the weekly collective lesson preparation time is short, and many problems cannot be discussed in depth. Therefore, on the basis of collective lesson preparation, we organize teachers to prepare lessons collectively with the help of the platform of "teaching and research blog". Online collective lesson preparation adopts the method of "one person takes the lead, many people discuss, polish repeatedly and finalize". Teachers in the preparation group of each grade prepare lessons carefully according to the content arranged by the leader of the subject preparation group, and release the first draft to the "blogosphere" of the preparation group within the specified time. Other teachers use their spare time to study online, participate in online discussion activities, and post replies to amendments. The specific person in charge will modify it according to everyone's suggestions, and then upload it to the "blogosphere" for your reference. Compared with the traditional collective lesson preparation, this kind of network collective lesson preparation expands the time and space for teachers' research, and realizes the equal role of communication objects and the full balance of communication opportunities. At the same time, after many times of "learning, reflection, research, cooperation and creation", teachers truly integrate daily teaching with teaching research and teachers' professional growth, forming a professional lifestyle of working under the research state. Teachers have gradually grown from simple teachers to research teachers.
Second, online "peer help" lectures usually appear such a situation: after listening to a teacher's class, I wanted to communicate with the teacher in time, but I missed this opportunity in class and often lost my desire to communicate again next time. Over time, the communication between peers becomes a mere formality. With the help of "teaching and research blog", this deficiency can be effectively made up. Teachers usually attend classes together, so we ask teachers to blog the problems found in class and upload them to the internet to discuss with teachers, share their teaching wisdom and experience, and explore teaching methods to improve their teaching level. Schools can also use multimedia means such as video, audio and text to present the contents of teaching and research, open classes and demonstration classes to teachers. We upload the video of the class to the internet, make full use of the online cooperative teaching and research platform, and carry out activities such as online observation, online evaluation and online discussion for teachers to strengthen exchanges and cooperation among teachers.
Third, online "topic discussion" topic guidance is another effective form of cooperative teaching and research. According to different subject groups and topics, the "blogosphere" of each research group is established on the Internet. Each research group formulates a research plan, solved problems and research topics every semester. The members of the research group carried out the research according to the plan and uploaded their usual research experience to the Internet in time. Project leaders can also post invitations online and hold special forums such as class discussions and questions. Teachers talk about their thoughts through blogs, and everyone speaks freely, beyond the limitations of time and space and without the influence of authority, and truly realizes equal dialogue and interactive communication. At the same time, it also prepares first-hand research materials for the subject.
Fourth, online "expert guidance" In the usual education and teaching practice, every teacher will have a lot of confusion. If these problems or puzzles are not solved in time, it will affect the improvement of teachers' teaching level and teaching quality. In order to solve this problem, we will set up a teacher expert group with strong teaching ability. Each expert group member has set up his own personal blog. In teaching practice, teachers can consult experts for different problems, solve the problems and puzzles encountered in teachers' teaching in time, lead the direction of teaching research and improve the level and level of research.
In the process of online "self-reflection" teaching, teachers must have many ideas and puzzles. Under normal circumstances, due to habits or other reasons, teachers will not write these things down, and they will forget them after a long time. Even if they have the habit of writing reflection on teaching, they can't share resources without a communication platform, which is not conducive to the cooperation and communication between teachers. By creating the platform of "teaching and research blog", teachers can record their thoughts and thoughts in time through "teaching and research blog". In the process of writing blogs, teachers not only improve their teaching and research ability and level, but also provide an example for their peers to learn and strengthen the interaction between teachers. In the network environment, information resources are always open, the media are multi-directional, the transmission system is multimedia, knowledge is limited by time and space, and the means and forms are diversified. This determines that teachers' cooperative teaching and research under the network environment has the characteristics of openness, interactivity, autonomy and multimedia. Since the school launched online teaching and research, teachers' enthusiasm for participation is relatively high. More than 80% teachers have their own blogs, and most of them have participated in discussions and exchanges. Teachers can pay attention to education and teaching information and discuss and communicate online in time.