The first part: the experience of implementing school-based teaching research and teachers' professional development.
Through nearly three weeks of online study, I personally think that the key to improve the quality of rural primary and secondary education is the quality of teachers. Promoting the improvement of teachers' professional level through the practice of curriculum reform is an important topic explored by the school, and school-based teaching and research is an important way to promote teachers' professional development.
First, the present situation of school-based teaching and research in rural primary and secondary schools is the foundation of teachers' professional development.
1. The reform of rural compulsory education funding system has effectively promoted the development of rural primary and secondary education. However, there is still a gap between urban and rural education. The gap in education is the gap between teachers, and the treatment gap between urban and rural teachers has seriously affected the enthusiasm of rural primary and secondary school teachers. The existing education funds can only ensure the normal operation of the school, and teachers have no other welfare benefits except limited wages, which leads to the low enthusiasm of rural primary and secondary schools for learning and school teaching and research activities.
2. School-based teaching and research has no goal consciousness, no system guarantee and strong randomness.
Although the school has a deep understanding of the concept of running a school and the concept of curriculum reform, school-based teaching and research and teacher training in rural primary and secondary schools are still in a relatively primitive and primary stage, lacking an overall training plan, with a simple training form, formalized teaching and research process and poor actual results.
3. Teachers' educational concept is backward, and their enthusiasm for theoretical study is not high.
The weak financial support and policy guarantee of rural primary and secondary schools lead to the instability of teachers, low quality and low education level. The essential job of a teacher is to be busy preparing lessons, attending classes and correcting homework during working hours. I am not in the mood to read and study after school, and I don't want to sacrifice my rest time to study. In the eyes of rural teachers, the traditional teaching methods will be difficult to change for a while, and the educational thought of muddling along has also seriously affected the professional development of teachers.
4. To promote teachers' professional development, the idea of running a school should be the pursuit goal of teachers' education and teaching. However, the school-based teaching and research activities carried out by schools cannot become a mere formality. Listening to lectures, evaluating classes, writing notes after class, case analysis and teaching reflection are not for completing tasks and coping with inspections. In essence, such school-based teaching and research can't touch the soul of teachers.
Second, constantly promoting teachers' professional development in activities is the key to improve school-based teaching and research.
1. Effectively improving the status and treatment of rural teachers is the key to strengthening school-based teaching and research and the basic premise and important guarantee for promoting teachers' professional development.
Rural primary and secondary schools have a large area, scattered students and poor teaching conditions. To ensure the demand for teachers in rural compulsory education, improve the quality of rural primary and secondary school teachers and ensure the stability of teachers, one of the most important measures is to improve the status and treatment of teachers in all aspects. Establish a high-quality and professional team of rural teachers according to law.
2. Integrate resources, and strive to make school-based teaching and research become the conscious behavior of teachers to improve their professional level.
Teachers' duty is to teach and educate people, but how to teach and educate people deserves every teacher's serious consideration. School-based teaching and research provides teachers with opportunities and time for reflection. What problems need to be solved in school education is the theme of school-based teaching and research. Encourage teachers to practice, study and explore boldly, create a relaxed and happy education and teaching environment for teachers, promote teachers' continuous growth, lead teachers to develop into professional teachers, and let teachers experience the happiness of being a model.
The second part: the experience of implementing school-based teaching research and teachers' professional development.
I read the book "School-based Teaching Research Implementation and Teachers' Professional Development" (edited by Jia Lasheng) during the holiday and benefited a lot. Let me really understand what school-based teaching and research is, what is the use of school-based teaching and research, how to do it, and what are the ways for teachers' professional development.
School-based teaching research refers to "school-based education and teaching research", which is carried out at the school level and is a school behavior, and is committed to solving the problems faced by the school level. It prevailed in western countries such as Europe and America in the 1960s and 1970s, and rose with the movement of "teachers are researchers". The school-based teaching and research we refer to now refers to a teaching and research system with a single school as the research subject and aiming at solving practical teaching problems. It is a process of teachers' reflective practice and professional growth. "Finding problems-determining problems-researching problems-solving problems" is the core chain of school-based teaching and research. The principal is the first responsible person and the practitioner of school-based teaching and research.
What is the use of "school-based teaching and research"
1, school-based teaching and research can solve the practical problems of school teaching and research.
School-based teaching and research is conducive to the development of the school and the implementation of the school-running concept. When schools organize school-based research activities, they will consciously pay attention to the special problems in the development of schools and implement the specific problems in the concept of running schools. School-based teaching and research makes teaching and research activities rich in content and diverse in forms. The main body of teaching and research activities moves from single to collective, from a few backbone teachers to all teachers. The way of activity has changed from one-way to interaction. For example, teachers organize seminars, online salons, study exchanges, carry out case studies, tell educational stories, and write reflective diaries. In the process of school-based teaching and research, all teachers start from their own teaching practice, interact with their peers, seek the essence of problems, sort out the process of solving them, develop themselves in research and share wisdom.
2. School-based teaching and research can give full play to the main role of teachers in teaching and research.
School-based teaching and research emphasizes joint participation and cooperation, and emphasizes that teaching practitioners and educational researchers form a behavioral community to create a good environment for teachers' subjectivity. Because the main position of teachers' professional development lies in schools and classrooms, school-based teaching and research provides sufficient development space for teachers to play their main role. Teachers are no longer bystanders in teaching and research activities, but participants and main forces in teaching and research activities.
3. School-based teaching and research can promote teachers to form a unique teaching style.
Teachers' work is mainly personal creative work. Teachers' own characteristics and environment determine the differences of teachers' professional development. The development of schools and teachers is based on their own reality, each with its own characteristics. In the past, the unity and methods of school teaching and research activities and on-the-job training were rigid, which restricted the full development of teachers' personality characteristics. School-based teaching and research makes it possible to change this phenomenon, develop school characteristics and publicize teachers' personality. School-based teaching and research is conducive to the development of teachers' professional characteristics and the emergence of creative teachers.
4. School-based teaching and research is conducive to the establishment of school characteristics.
School-based teaching and research "for the school, based on the school, in the school" is an exploration road for the majority of schools to establish characteristics. In school-based teaching and research, through cooperation with scientific research departments, dialogue between principals and experts, and communication between teachers and researchers, the school determines the development direction of the school, promotes the school-running concept, cultivates teachers' scientific research literacy and creativity, promotes the diversified development of students, and gradually forms school-running characteristics.
5. School-based teaching and research can build the school into a learning organization.
A learning organization can give full play to the creativity of each member and strive to form a learning atmosphere that permeates groups and organizations. In modern society, learning is life, learning is work, learning is responsibility, and learning is an important part of human life. School-based teaching and research is the only way to build a learning organization.
6. School-based teaching and research is conducive to the reform of China's teaching and research system.
The traditional working idea and mode of teaching and research section is basically based on room or discipline, not school. School-based teaching and research makes teaching and research staff change from experience to scientific research, and makes classroom teaching research turn to subject curriculum research and school-running characteristics research.
Second, how to do "school-based research"
Although the existing educational research methods can be used in teachers' school-based teaching and research, some methods are obviously more suitable for teachers' research work because of the unique working characteristics of teachers' profession and the special quality of teachers' groups. Here are three educational research methods that are most suitable for school-based teaching and research.
1, subject research
Project research is a practical and educational research activity in which researchers actively manipulate research variables and consciously and clearly control non-research variables according to certain research assumptions and research designs, and observe the results of implementation, so as to test research assumptions.
A complete educational research process usually includes the following stages: topic selection, literature search, hypothesis formation, research plan making, practical operation and research report writing.
2. Case study
Case study is a research method that takes a certain object or phenomenon (that is, a case) as the research sample, and through observation and reflection, repeatedly analyzes and studies, thus profoundly revealing its educational laws.
Cases are formed on the basis of observation and practice, and the process of case study is a process of "practice+reflection", which can promote teachers to reflect on their own behavior and improve their professional ability. A complete case study process usually includes two stages: case writing and case study.
3. Narrative research
Narrative research is to describe the educational behavior and construct the meaning through the story narration of the educational subject, so that the educational activities can gain an explanatory understanding of the meaning. Different from case study, it reconstructs many cases, like a line, and reconstructs many real scenes through a series of meanings, while case study is the study of something, like a point. Narrative research involves a wide range of contents, including reading feelings, real life and social problems, students' education problems, teaching ideas and teaching research, etc., and the stories described in teaching cases are mainly located in teaching research.
The process of narrative research usually includes the following stages: recording, reflecting and writing narrative research reports.
3. What are the ways of teachers' professional development?
Teachers' professional development refers to teachers' efforts to improve their professional quality and create achievements on the existing basis and towards the established goals. There are three ways: self-study, education and teaching practice, and education and scientific research process.
1, self-study process. Requirements: Pay attention to selective reading and theoretical study; Be good at "contact" thinking and update ideas; We should learn to reflect on everything since the enlightenment and improve ourselves.
2. Teaching practice. In the practice of education and teaching, increase wisdom; Improve the practical ability of education and teaching; Realize one's own value in education and teaching practice.
3. Educational and scientific research process: achieving the knowledge and character that students admire; Form a unique education and teaching style; Create valuable experiences and theories.