1949 after the founding of People's Republic of China (PRC), education has developed rapidly, the scale of running schools has been expanding, and the level of teachers has not adapted to it. Therefore, strengthening teaching research and improving the overall quality of teachers as soon as possible has been put on the important agenda of school teaching management.
1952, 18 In March, the Ministry of Education promulgated the "Provisional Regulations on Middle Schools (Draft)", which stipulated that "teaching and research groups should be set up in all disciplines of middle schools, organized by teachers from all disciplines, with the aim of studying and improving teaching work". Since then, the organizational form of teaching and research activities has been improved, the content of activities has been gradually comprehensive and in-depth, and the teaching and research atmosphere has become increasingly strong.
(A) the form of activities
In the early days of the People's Republic of China, the main teaching and research forms were collective lesson preparation, observation class and open class, mutual evaluation class, experience exchange meeting and regular business meeting. 1949 to 10, the school's winter teaching plan put forward the teaching and research form of "collective preparation" for the first time. In the Monthly Work Report of the same year 1 1 month, the procedure of collective lesson preparation was put forward in particular: "In each turn, one person will finish the lecture first, and others will make supplements." Since then, "collective lesson preparation" has gradually become one of the most basic and commonly used forms of teaching and research activities.
During 1957 anti-rightist rectification movement and 1958 Great Leap Forward movement, normal teaching and scientific research activities were impacted. Until the autumn of 196 1, the Shandong Education Work Conference was held in Yantai, and the school work center was transferred to teaching again, and the teaching and research work was paid attention to and further strengthened. At that time, the school not only continued to adopt the previous teaching and research forms, but also specially proposed the form of "bringing the old with the new". At the end of 1960, the school's plan on training and improving teachers requires that "new and old teachers should contact each other, conclude contracts and be responsible for them, and teachers with poor professional ability should take the initiative to contact teachers with strong professional ability" and "attend classes with each other at least twice a week". At the same time, the school vigorously held "trial lectures", "demonstration lectures" and special seminars, "always pay attention to the analysis and research of typical teaching materials and teaching methods", and regard this as one of the key points of teaching improvement. In addition, the school also proposed to attach importance to participating in teaching and research activities organized by higher authorities or between brother schools, and going out to "visit and study to improve the level." 196 1- 1962 school work plan for the second semester puts forward the establishment of "teaching seminars" to "attract the heads of teaching and research in various subjects and teachers with teaching experience to participate, once a month 1 time, conduct research in combination with teaching practice, and guide the improvement of teaching work".
From 65438 to 0966, when the Cultural Revolution began, students "suspended classes to make revolution" and teaching and research activities were interrupted. 1970 gradually recovered, but there was little activity. 1976 ended the "cultural revolution", 1977 resumed the college entrance examination system, 1978 was designated as a key middle school, the enrollment scale was expanded, and teaching and research activities were fully resumed. In view of the shortage of teachers at that time, the composition of new teachers was more, and the qualification rate of teachers' education (the state stipulates that high school teachers must hold bachelor's degrees) was less than 30%, so the teaching and research activities paid special attention to the form of "preparing lessons collectively, and the old teachers took apprentices". According to the school regulations, in principle, every Friday night is the time for collective lesson preparation. Teachers should bring their own things in advance. At that time, the spokesman of the center will give a lecture, and the rest will supplement, ask questions and discuss and solve them together. "Old teachers with apprentices" must conclude a contract, clearly stipulate responsibilities and obligations, have teaching and learning objectives, contents and specific implementation measures, and have inspection and assessment.
With the gradual improvement of teachers' overall professional quality, new forms of teaching and research activities have emerged since the early 1980s. First, the "Learning Situation Analysis Meeting", attended by teachers and student representatives of each class, or by teaching and research team leaders, lesson preparation team leaders and student representatives; At least twice at the middle and end of each semester. This form was initiated by our school and later widely used in Yantai and even the whole province. The second is to select high-quality courses on a regular basis, generally every year at the school level 1 time, and every two years at the municipal level and above 1 time. Third, select excellent teaching papers regularly, and the class schedule is generally the same as that of selecting high-quality courses. The selection results of high-quality courses and excellent teaching papers are linked to the selection of excellent teachers and the promotion of professional and technical positions.
Since 1990s, the scope of teaching and research activities has been expanding, and the way of "going out, please come in" has begun to appear. "Go out" to learn from brother schools, "Please come in" to strengthen professional guidance in colleges and universities. In 2003, 100 many teachers went to similar schools in neighboring counties and cities such as Qingdao, Yantai, Weifang, etc., and hired four teaching and research associations at the national, provincial and municipal levels to hold academic lectures in schools. In 2004, more than 40 cadres and teachers went to Beijing, Jinan, Yantai, Qingdao and other places to participate in the new curriculum training seminars of ordinary high schools at all levels, and professors Xu Jicun, Pan Qingyu and Lou Lizhi from Shandong New Curriculum Research Center came to the school to give special reports.
(2) Activity content
In the early days of the People's Republic of China, the professional quality of teachers was uneven and the overall level was low. The content of teaching and research activities focuses on dredging teaching materials, clarifying key points, difficulties and keys, and determining appropriate teaching methods. From June 1949 to June 10, the school's Winter Teaching Plan stipulates that the content of teaching and research activities is four points: first, study the situation of students and make teaching plans; Second, study teaching materials and supplementary materials; The third is to study the teaching focus, time allocation, teaching methods and effect inspection of this unit; The fourth is to sum up the exchange experience. In terms of teaching methods, at that time, it mainly advocated inspiration and induction to arouse students' interest, make students think and correct the "cramming" teaching method passed down from generation to generation.
Starting from 1953, this paper focuses on Kailov's pedagogy in the Soviet Union, mainly studying and discussing how to implement his teaching thoughts of "three centers" (that is, teacher-centered, textbook-centered, and classroom teaching-centered) and "two basics" (that is, "basic knowledge and basic skills and techniques"); How to master the five teaching principles of "intuition, consciousness, systematicness, ability and consolidation"; How to grasp five classroom teaching links: organizing teaching, examining questions, teaching new lessons, consolidating knowledge and assigning homework; How to use teaching methods such as "speaking and reading", "speaking" and "asking and answering"?
From 65438 to 0958, the Great Leap Forward Movement rose, and the focus of teaching and research activities turned to the so-called "educational revolution", studying how to "run schools" and how to combine teaching with social practice and productive labor.
1960 to 1965 according to the central government's policy of "adjustment, consolidation, enrichment and improvement" and the spirit of Yantai education work conference, the school resumed normal teaching order. The focus of teaching and research activities is to strengthen "double-base" teaching and improve teaching methods. "1961-1962" emphasizes that teaching research "mainly aims at strengthening the teaching of students' basic knowledge and the training of various scientific and technological skills", and in all aspects of teaching work, "we should grasp the hard, the dead and the end". Summary of School Work1961-1962 school year put forward that "paying close attention to the teaching of basic knowledge and the training of basic skills is the central link to improve the teaching quality at present", and "all subjects and grades should put forward specific requirements on what basic knowledge to learn and what basic skills to practice well". The school organizes multi-level "double-base" teaching and research activities, summarizes and promotes the experience of "overall arrangement and graded training" of the chemistry teaching and research group, and promotes the teaching and research work of the whole school. "1961-1962 school work plan for the second semester" requires: "This semester, all kinds of teaching and research should focus on the following two issues: ① intensive teaching and more practice. It mainly solves the problems of how to teach basic knowledge well and how to train students to master and use knowledge firmly. ② Teaching students in accordance with their aptitude. It mainly solves the problem that it can not only improve the learning quality of poor students, but also meet the growing learning needs of excellent students. "
1965, according to Mao Zedong's "July 3rd" instruction, the focus of teaching and research activities is how to improve teaching methods, improve classroom teaching art, reduce the number of homework and exams, and set no off-topic questions in exams, so as to reduce students' academic burden and make them lively.
From 65438 to 0966, teaching and research activities were interrupted by the "Cultural Revolution" movement. After the restoration of 1970, the activities were limited to "opening schools", "open-book examinations", "highlighting politics" and "taking class struggle as the key link".
1976 "cultural revolution" ended, 1977 resumed the college entrance examination system, the school work turned to teaching as the center, and teaching and research activities were unprecedentedly active. At that time, due to the ten-year delay of the Cultural Revolution, there was a shortage of qualified teachers. Some teachers have not engaged in "proper business" for many years, are unfamiliar with their business or even abandoned it, and some are not qualified for high school teaching. Therefore, the focus of teaching and research activities is to dredge new teaching materials and do a good job in "double-base" teaching. The school has strengthened the system of collective lesson preparation and the system of "taking the old with the new". 1978- 1979 The work plan for the second semester of the school year requires that collective lesson preparation should be "three-fixed", "five-prepared" and "five-unified". The "three decisions" are: set the time, set the content, and set the center spokesperson. "Five preparations" are: preparing textbooks, students, teaching methods, homework and experiments. The "five unifications" are: unifying the purpose and requirements, unifying the teaching content, unifying the key points and difficulties, unifying the teaching progress and unifying the homework exercises. It is also emphasized that "each lesson plan and chapter should identify a central figure to write standard lesson plans, and then collectively study and discuss the revision".
After 1980, the school began to change from the traditional view of education to the modern view of education in terms of teaching ideas, teaching principles and teaching methods, attached importance to the study of modern educational theories, and discussed the teaching reform in depth. 1982 since the second half of the year, the school has systematically studied the works of modern educators such as zankov, Suhomlinski and Bruner. In terms of teaching ideas, this paper focuses on the change from teacher-centered to teacher-led and student-centered, and from imparting knowledge to focusing on cultivating ability and developing intelligence. In terms of teaching principles, it focuses on practicality and the principle of unity of teaching, learning and examination; Inspire students to think independently, mobilize students' intellectual and non-intellectual factors, and change the principle of "I want to learn" into "I want to learn"; Pay attention to review and consolidation, and advocate the principle that "implementation is achievement, and consolidation is improvement"; Teaching students in accordance with their aptitude, guiding principles of classification, etc. As for teaching methods, the focus is on how to change from giving lectures to combining intensive lectures, and from teaching students to paying attention to the research and guidance of "learning methods". Learn from Li Shifa's "six-course unit teaching method" and study how to implement unit teaching.
At the beginning of 1984, the school formulated the "Teaching Reform Plan", which further promoted the development of teaching and research activities. According to Deng Xiaoping's demand that education should face modernization, the world and the future, teaching and research and teaching reform activities should focus on "reforming the first classroom and developing the second classroom". It is emphasized that we should seriously and deeply discuss "how to correctly handle the relationship between imparting knowledge and developing students' intelligence, cultivating students' self-study ability and creativity;" "The relationship between teaching and learning; The relationship between teaching and social practice; The relationship between teaching students in accordance with their aptitude and collective teaching; The relationship between in-class and out-of-class classes, etc. " It is required that "all teaching and research groups should select teaching and research topics and conduct experiments under the guidance of modern teaching theory, and write a summary of teaching and research at the end of the period". In the "second classroom", the focus is on how to organize extracurricular reading and extracurricular scientific and technological activities, so as to organically combine them with the "first classroom" teaching. After the school vigorously promoted the teaching reform, the "micro-experiment" and "micro-reform" of departments and teaching and research groups at all levels were fully rolled out and achieved fruitful results. 1in April, 984, at the seminar on middle school education reform in Yantai, the school made a typical exchange of experience of "seriously studying education theory, deeply studying students' reality and actively carrying out teaching reform". 1985110 in October, at the experience exchange meeting of general education and teaching reform in Yantai, the school made a typical speech, "Based on the study of academic situation, we should focus on cultivating intelligence and adhere to the teaching principle of' teaching as the leading factor and learning as the main body'". In the following years, at the Yantai Education and Teaching Reform Seminar, the school exchanged teaching reform experience.
Before and after 1990, the contents of school teaching and research activities were still basically carried out around the planned scope in the teaching reform plan, especially in three aspects: first, how to effectively implement the teaching principle of "teaching as the leading factor, learning as the main body and practice as the main line"; Second, how to effectively cultivate students' self-study ability and creativity; Third, how to organically unify learning, teaching and examination, to maximize the efficiency of teaching and learning, and to improve the enrollment rate.
After entering the 1990s, the school advocated learning the cooperative education theory of the "cooperative education school" of the former Soviet Union. The physics teaching and research group took the lead in exploring practice and achieved success, and then the research activities of cooperative education were spread throughout the school.
1992 in may, Shandong provincial education commission promulgated "teaching routine and classroom teaching evaluation standard of ordinary middle schools in Shandong province". In the following years, how to realize the standardization, standardization and scientificity of the whole process of teaching and learning has become one of the key contents of school teaching and research activities. 1993 10 the school made a typical exchange of experience at the experimental theory seminar of modern teaching engineering in Yantai city, aiming at the goal and taking the road of standardized teaching management.
Since the mid-1990s, quality education has been gradually popularized all over the country, especially after the 1997 national experience exchange meeting on quality education in primary and secondary schools was held in Yantai, China's basic education began a profound and fundamental change. The main content of school teaching and research activities has shifted to how to implement the teaching ideas and principles of "student-centered, student-centered and student-centered". The Chinese teaching and research group took the lead in carrying out the teaching reform of "creative learning", and conducted special research from four aspects: reading teaching, writing teaching, extracurricular activities and social practice, and achieved some breakthrough results, which were fully affirmed and highly praised by experts from the national middle school Chinese research association. 65438-0998, the school made the implementation plan of creative learning project, and started the research and exploration of creative learning in all disciplines of the school. The so-called "creative learning" means that students learn to control their own attention, learning, memory and thinking process, learn how to learn and think, so that students can establish innovative consciousness, master scientific and effective learning methods, develop creative thinking habits, improve creative thinking ability, and form a certain degree of creative psychology and creativity.
65438-0999 On the basis of the "Creative Learning Project", the school carried out the "two-oriented" classroom teaching activities of "respecting students' dominant position and promoting students' active development", which is still one of the key contents of the school's teaching and research activities. In addition, at the turn of the century, with the progress of science and technology, the teaching equipment and teaching methods of schools are gradually modernized, and a considerable part of school teaching and research activities is how to integrate information technology with subject teaching to improve teaching efficiency and quality.
In 2000, Shandong province carried out the "3+X" college entrance examination reform, and the school took the "3+X" college entrance examination and the comprehensive teaching mode of arts and sciences as the key content of research. In the autumn of 2004, the new curriculum reform in senior high schools, which was the most powerful in the history of basic education reform in China, was piloted in Shandong, Guangdong, Hainan and Ningxia provinces. The school became the designated contact school for the new curriculum experiment in senior high schools in Shandong Province, and the contents of school teaching and research activities were adjusted accordingly: exploring a new modular teaching model adapted to the new curriculum structure and content, and promoting the transformation of teaching methods; Strengthen the study of course selection guidance to promote students' all-round development and personality development; Formulate a teaching evaluation mechanism that is conducive to the professional development of teachers and the individualized development of students.
Second, education and scientific research.
(1) scientific research institutions
From the second half of 1980s to the early 1990s, with the rapid development of national construction, education is also in an important period of transformation from traditional education to modern education, from exam-oriented education to quality education, and from knowledge education to behavior education. The new educational situation requires educators to quickly establish scientific concepts and realize the transformation from time-based to interest-based and from experience-based to scientific research-based as soon as possible. In the early 1990s, the school timely implemented the overall plan of "seeking quality through science and taking the road of research-oriented schools". 1992 "educational science research room" was established, and in 2002 it was renamed "educational science research institute" (referred to as "teaching science institute").
The teaching and research section (room) of the school is the middle-level functional department that manages the teaching and scientific research work of the school under the direct leadership of the principal, and it is also the scientific research center for the school to carry out educational and teaching research and the popularization and application of its achievements. Responsible for the leadership, organization and management of teaching and scientific research in the whole school, including the formulation of the school's scientific research plan, the establishment, approval and declaration of scientific research projects at all levels, the supervision of scientific research process, the evaluation, appraisal and promotion of scientific research results, etc. ; Responsible for policy research, including studying and formulating school development and construction plans, school education, teaching and management system reform programs; Responsible for teacher training, including proposing and formulating training plans for famous teachers and backbone teachers, selecting and training outstanding teachers and teaching experts at all levels, and selecting and appointing leaders of key research groups; Responsible for hosting the school's teaching and research periodical "Education and Research Information" and academic exchanges with foreign countries.
The teaching department of the school has eight teaching and research sections, including Chinese, mathematics, foreign languages, science, literature, sports, fine arts and music, and the academic leader is the director of the teaching and research section. There are teaching and research groups and lesson preparation groups under the teaching and research section, forming a five-level scientific research network of teaching and research section (room), teaching and research section, grade research group, subject research group and teachers.
(b) Research and management of the project
1, project declaration, supervision and appraisal
The principle of practicality, novelty and feasibility should be adhered to in establishing a school project. The applicant (or group room) first applies to the education institute (room) for project establishment, and the education institute (room) can carry out research only after confirmation. In the process of research, the school teaching and research department (room) is responsible for or assists in organizing theoretical study, special lectures, special seminars and scheduling meetings, and supervises and guides the attitude, methods, progress and quality of scientific research. The project host must accept the supervision of the school's teaching and research department (room) and report the research progress carefully on a regular basis. After the experiment, we must carefully write the summary report of the subject experiment and the declaration report of scientific research achievements. The experimental results of any unit or individual must be appraised by the school teaching and research section (room). The teaching department (room) of the school will reward, popularize and recommend the experimental results of excellent topics in time.
2. Project management
Implement three-level division of labor management among schools, departments and teaching and research groups: disciplines above the school level are listed and managed by the teaching department; Departmental subjects are listed and managed by the departmental education group; The projects of the teaching and research group are listed and managed by the head of the teaching and research group. The listed topics shall not be changed at will, and the applicant shall complete the task as scheduled. The school gives necessary financial support to the project, adheres to the principle of strict economy and high efficiency, strictly abides by the financial system, and consciously fulfills the expenditure procedures.
3. Collective and individual research topics.
Since the late 1980s, scientific research in schools has been following the principle of "practicality, novelty and feasibility", steadily and gradually. In the virtuous circle of practice-research-summary-sublimation-re-practice, we have gradually embarked on a road of mass scientific research from scratch, from weak to strong, from single to comprehensive. By the time of the upsurge of scientific research in the mid-1990s, the school once presented the situation that the whole school was engaged in scientific research and everyone had projects in their hands. Of course, most of these scientific studies are called "pocket size" micro-experimental studies, and the quality needs to be further improved. The following are some educational and teaching research topics identified in the school education and scientific research plans of 1996 and 1998, which can reflect the general appearance of school teaching and scientific research work at that time.