The first stage: the initial stage. That is, three years before work. This period is a critical period for the growth of young teachers. During this period, we should study the textbook carefully, thoroughly understand the textbook, do every example, exercise and homework in the textbook by ourselves, analyze and study one by one, accurately understand the design intention of the textbook, and practice the basic teaching skills.
Listen to lectures and learn from experienced teachers. At the same time, we should insist on writing teaching postscript, record the "gains" and "losses" in classroom teaching, and do some reflection. There is no certain format requirement for teaching postscript, just write a few words, as long as you write them in the lesson preparation notes.
In addition, every semester, I will reprocess and improve the teaching design of a class that I think is the most successful, and form an excellent teaching design to participate in the selection of excellent teaching design organized by the municipal and district education authorities.
The second stage: the initial stage. That is, working for four to nine years. This period is a critical period for teachers' growth. During this period, I had some experience in classroom teaching, and on the basis of the first stage, I constantly reflected, studied and analyzed classroom teaching, and at the same time began to write teaching classes and teaching cases.
Study classroom teaching methods, form excellent teaching examples and excellent teaching cases, and participate in the evaluation of excellent teaching designs, excellent teaching cases or excellent papers organized by provincial and municipal education authorities.
During this period, you can also conduct problem-solving research and thematic research on graduation class teaching according to your own teaching practice, form high-quality problem-solving research and thematic teaching papers, and submit them to relevant magazines and publications for publication.
The third stage: the middle stage. That is, working for 10 to 19 years. This period is a critical period for teachers' professional development. Although I have some experience in classroom teaching and research, I lack the theoretical support of education and teaching.
At this time, we should calm down, read several monographs on education and teaching theory, improve the theoretical level of teaching research, and then re-recognize and reflect on our education and teaching practice for more than ten years from a theoretical height.
Summarize and refine the practical experience of education and teaching for more than ten years, write high-level academic papers integrating theory with practice, strive to publish them in professional journals (core journals) at or above the provincial level, and conduct extensive exchanges with peers.
The fourth stage: the mature stage. That is, working for more than 20 years. This period is a critical period for teachers to become excellent scientific research teachers. During this period, in addition to writing high-level academic papers integrating theory with practice and publishing them in professional journals (core journals) at or above the provincial level, we should also conduct special research on outstanding problems and hot issues in education and teaching-topic research.
To conduct a comprehensive, in-depth and sustained study on outstanding and hot issues in education and teaching, and to find out the laws of education and teaching, it needs to be completed through subject research, which is difficult for one person to complete and often depends on a team.
Therefore, as a backbone teacher, you should actively participate in the declaration of selected topics, strive for the establishment of projects, and let your research be led by experts. By undertaking projects or participating in research, I will constantly improve my teaching art, form my own teaching style and characteristics, promote my professional development, and become the leader of this discipline.
Second, we should make rational use of time and persevere.
For teachers to do research, many teachers will say that education and teaching are busy and they have no time to do research. This is a fact. Teachers are really busy at ordinary times. Under normal circumstances, most teachers, in addition to teaching, also undertake the work of head teacher or administrative management, especially boarding middle school teachers, who accompany students from morning till night, preparing lessons, attending classes, correcting homework, individual counseling and individual conversations.
Teachers' work has always been like this. Don't they do research? If a teacher doesn't do research, his teaching methods will not be improved, his teaching art will not be promoted, his major will not develop, and there is no way out for him to rely on his old age. So, how can we do a good job in education and teaching and do some teaching research?
Then, it is necessary to make rational use of time and do a good job of accumulation at ordinary times, such as writing teaching postscript, recording the problems encountered in teaching, and reflecting, researching and sorting out in words when you are free during holidays. This can solve the contradiction between busy work and doing research. In my teaching and research career, no matter how busy I am, I have to make time to do research without interruption, and most of my published papers are completed during the holidays.
As long as everyone can make rational use of time and persevere, he will become an excellent research teacher. Persistence is the key!