With the in-depth development of kindergarten-based teaching and research, the effectiveness of kindergarten-based teaching and research has attracted more and more attention from preschool teachers. Evaluation of the effectiveness of kindergarten-based teaching and research can be considered from the following three aspects: first, we must ensure the discussion time, the longer the discussion time, the more concentrated and in-depth the discussion issues, and the higher the quality of the discussion; Secondly, it is the research results. Every seminar should give teachers tangible gains, such as teachers' understanding of a problem gradually changing from vague to clear, from never reflecting to gradually learning to reflect, and so on. Thirdly, discussion experience refers to the teachers' feelings in the process of discussion. Every discussion process should be a happy emotional life for teachers. Among them, ensuring a certain research time is the premise, obtaining actual research results is the key, and obtaining a pleasant teaching and research experience is the soul. Only positive experience and attitude can make teachers happy to teach and improve the teaching and research effect. Therefore, kindergartens should strengthen the corresponding system construction, actively carry out kindergarten-based training and theoretical study, so that teachers can learn to practice and reflect in peer interaction and expert guidance, and realize the * * * development of children, teachers and kindergartens.
First of all, the establishment of a standardized teaching and research system is the guarantee to improve the effectiveness of kindergarten-based teaching and research.
(A) the establishment of relevant kindergarten-based teaching and research system
Kindergarten-based teaching and research system is an organic part of kindergarten system culture and a guarantee system to improve the quality of kindergarten education and teaching. In order to standardize the kindergarten-based teaching and research system, our college has established the following activity system: First, the discussion activity system. One teacher undertakes the task of discussion and lectures, and all teachers participate in the discussion activities. Teachers who undertake seminars and observe classes should make plans according to requirements, put forward "observation views" and give lectures to all teachers; The teachers who participated in the seminar listened to the class with "observation point of view", made valuable records and brief analysis as required, and communicated after the activity. The second is the teacher training system. Every teacher should take part in teaching and research activities at different levels once a week and in-service training once a year. In addition, the system of attending classes, evaluating classes and communicating is established, and the results of teaching and research are displayed in the reward system. The establishment of a series of teaching and research systems is helpful to standardize teachers' participation in teaching and research activities and make full institutional preparations for building a learning and research-oriented teaching team.
(2) Establish a network of teaching and research activities with the director as the core, the education protection group as the leading factor and all teachers participating.
The dean must attend every teaching and research activity. The basic mode of the seminar is: the teacher designs a scheme, holds a seminar, puts forward an observation point, holds a seminar to observe the class, the participants listen to the class around the observation point and make observation records, and holds a seminar (the teacher who starts the class reflects on himself and the teacher who attends the class reflects collectively). In this process, the dean participates as a "teacher" and does not make too many speeches. He should listen to the teacher's speeches and focus on the problems in the discussion.
For example, in a seminar, according to the procedure, the instructor first conducts self-reflection. The scientific activity "Wonderful Magnet" that I want to play with this designed toy is suitable for the children in this class. First of all, the children in the middle class can continue to explore in today's activities. No children left the activity site. Children in Zhang Zhixiang tried to attract wooden blocks and cotton cloth with magnets, but failed. The second time, they tried to change other materials without attracting stones and plastic pieces. Finally, they attracted small iron pieces and paper clips. He happily ran to tell the teacher that he had experienced the joy of success. However, as for the design of the record form, it is still a bit difficult for the children in the middle class. Some children have incomplete records, and a few children have completely wrong records. In fact, there is nothing wrong with his experiment. The instructor frankly reflects on himself, and the students express their thoughts and opinions. A teacher bluntly said: "I observed that among the 20 children who participated in the activity, 5 children had mistakes in their records, 3 children had incomplete records, and the rest were all wrong." Another teacher said: "I observed and took my children in a daze while recording, and thought for a long time before I started recording." I think this belongs to the situation that I don't know much about recording, which makes my children feel at a loss about recording. " A teacher said: "I have observed that children with mistakes in records belong to problems that cannot correspond, not to understanding problems." The seminar gradually focused on "the appropriateness of allowing middle-class children to record experiments." Teachers attending the seminar can make an objective analysis based on their own observations, while experts' speeches guide everyone to further analyze the nature of the problem, making the main line of the seminar clearer and the topics more unified.
Obviously, under the guidance of experts, many confused and difficult problems can be sorted out and solved to a certain extent in a relaxed, equal and democratic atmosphere of on-site discussion, which is the unity of thought and satisfaction, so as to obtain rational sublimation and emotional pleasure, withdraw their own value and significance, and finally enhance the effectiveness of kindergarten-based teaching and research and promote the growth of teachers.
Two, to carry out kindergarten-based training is the fundamental premise to improve the effectiveness of kindergarten-based teaching and research.
Teachers are the main force of curriculum reform and the key to carry out kindergarten-based teaching and research. Only by improving the overall quality of this group can the effectiveness and effectiveness of kindergarten-based teaching and research be realized. Therefore, our college has conducted the following forms of kindergarten-based training for teachers:
Comprehensive training
Each teacher is required to formulate and implement learning objectives at different levels and stages according to their own needs and specific conditions, make self-growth plans, and urge teachers to strengthen the study of pre-school professional theory and curriculum theory. Usually, the dean and the business dean take the lead in organizing everyone to learn some new ideas and information about curriculum reform, and at the same time encourage teachers to participate in higher-level academic study and constantly improve their self-ability.
Targeted training
Starting from the actual requirements of education and teaching in our college and the level of teachers, every semester, professional deans, academic leaders and backbone teachers will be arranged to give special lectures to all teachers, such as the design of effective problems in collective teaching activities, singing activities in kindergartens, the organization of scientific activities and the evaluation of teaching activities. At the same time, give full play to the advantages of group teachers and actively create various short-term training opportunities for each teacher. If there are: training courses for key teachers in provinces and cities, academic seminars, kindergarten-based teaching and research, visits and observations, etc.
(3) Participatory training
Participatory training is a good method of interactive discussion, which can arouse teachers' enthusiasm and initiative. Therefore, our college takes grades as a group, and often organizes teachers' discussions around a central issue, such as "thinking about the relationship between children in the new period", "what teachers should teach and observe" and "effective methods to alleviate freshmen's anxiety about entering the park". In the face of hot issues, everyone expresses their opinions, analyzes and discusses rationally, and naturally forms a kind of * * * knowledge through interactive communication. Everyone thinks that regular interactive discussion activities can make every teacher active in thinking, clear-cut in views and incisive in exposition, and can effectively improve the professional level of teachers.
"Hand in hand interaction" training
In mutual assistance, we carried out "hand in hand interaction" activities. That is to give full play to the advantages of teachers, and adopt the forms of pairing old and new, pairing teachers with strong abilities and pairing teachers with complementary expertise. The content of assistance involves: language teaching in kindergartens; How to do a good job of class teacher; Organize one-day education and teaching activities; How to better cooperate with home to promote children's development; Class routine guidance strategies, etc. Help measures include: learning, observation, discussion, communication and other forms. This kind of activity promotes mutual learning among teachers and achieves the goal of full participation, complementary advantages and common growth.
Thirdly, strengthening targeted theoretical study is the basis for improving the effectiveness of kindergarten-based teaching and research.
(A) around the topic of theoretical study.
The essence of kindergarten-based teaching and research requires researchers to use certain theories to analyze the problems found in practice. Whether the research can go deep depends on the depth of the researcher's understanding of the problem to a certain extent, and the theoretical literacy of the researcher is the ideological basis that determines the depth of his understanding. In order to promote the in-depth development of kindergarten-based teaching and research, managers must strive to strengthen teachers' theoretical study. For example, our college has done the topic of "Organization and Guidance of Regional Activities" and organized teachers to study Children in Activities and other works, which enabled teachers to find the theoretical basis for creating the environment of the activity area and the basic principles for arranging the environment of the activity area, and provided theoretical basis and specific guidance at the operational level for teachers to organize children to carry out regional activities. For another example, we organized teachers to study books and articles related to kindergarten curriculum, Chinese teaching and collective teaching activities around the topic of "practical research on effective questioning design in collective teaching activities", which made teachers clear the meanings of "what is effective questioning", "the appropriateness of questioning" and "the skills of teachers to deal with questions", changed the phenomenon of asking too many questions in the classroom in the past and solved the problem of "how to design carefully"
(2) Conduct theoretical research on the topic of "teachers' problems".
We also try to construct a learning and research framework based on inquiry and problem solving from teachers' problems. For example, when discussing the design of scientific activities, the teacher is vague about "what is programming". By reading and studying "Learning by Doing" —— Case Collection of Children's Scientific Education Activities, "Learning by Doing in China" and other books, they gradually understand the true connotation of children's scientific inquiry activity programming, and initially understand that the basic mode of children's operational activity programming is "designing scenarios —— asking questions —— hands-on operation", which makes teachers know that when designing "interesting shadows" of large classes of scientific activities, they must closely focus on the theme of "shadows". To this end, the teachers designed a series of activities such as "shadow", "shadow that can't be driven away" and "shadow change". Through in-depth problem exploration, the children have a more comprehensive and profound understanding of the concept of "shadow".
Targeted theoretical research on topics and teachers' own problems can reduce teachers' blindness in learning, enhance teachers' learning consciousness and guidance, and urge teachers to look for theoretical basis with problems at all times, which not only helps to solve problems in educational practice, but also urges teachers to pay attention to the laws of education and teaching, accumulate educational wisdom, and reduce the original mechanical, time-consuming and ineffective learning to cope with the inspection of the director.
Fourthly, the ways to improve the effectiveness of kindergarten-based teaching and research through practical reflection, peer assistance and expert guidance.
(A) in the practice of reflection to promote the individual growth of teachers
Practical reflection mainly refers to self-reflection in practice. Practical reflection is not a general "review", but a reflection, introspection, exploration and solution to the problems existing in the process of education and teaching. Therefore, practical reflection is the practical basis of kindergarten-based teaching and research. Regular practice reflection helps teachers to develop conscious and independent thinking habits, know how to observe children, how to catch children's interests, difficulties and problems in activities in time, how to examine whether the preset goals of their own or others' sight are suitable for the actual development level and needs of most children, and whether they meet the needs of children at different levels, learn to correctly analyze the problems in teaching activities and find out the crux, so as to put forward more reasonable countermeasures for the promotion of next activities or the design of similar activities.
(2) Promote the growth of teachers with the help of peers.
Peer assistance is the core strength of kindergarten-based teaching and research. In the discussion atmosphere of equality and development, the exchange and conflict of different educational ideas, teaching models and teaching methods can benefit teachers a lot. Our college mainly carries out the following forms of peer assistance among teachers: First, it grows interactively in the exchange and study of "Weekly Topics". Kindergarten arranges nearly one hour a week for everyone to speak freely around a topic; The second is the interactive growth of "mentoring" in mutual learning. New young novice teachers are assisted by experts with rich teaching experience and outstanding teaching achievements. Through the establishment of mentoring relationship and the formulation of mentoring agreement, the mentoring will start classes at the same time and listen to each other. The mentoring will go deep into the class to watch the teaching situation, discuss and analyze, and make suggestions, so that novice teachers can adapt to the requirements of roles and environment as soon as possible. Third, cooperation and growth in research. Collaboration means that teachers should share responsibilities and complete tasks. Therefore, we must give full play to each teacher's interests and specialties, so that each teacher has the opportunity and conditions to make his greatest contribution, and teachers can grow up in a complementary life.
(C) under the guidance of experts, improve the professional level of teachers.
Experts include not only professors and researchers in pre-school education departments of colleges and universities, but also expert teachers who have reached a certain professional level in our college. Expert guidance can take many forms, such as special report, theoretical study guidance lecture, expert consultation, expert teacher discussion, on-site teaching guidance, etc. Limited by conditions, most cases led by experts in our hospital are undertaken by the dean, professional dean, academic leaders, key teachers and other personnel. This special report will be arranged at 1-2 every academic year, and theoretical study counseling will be arranged as needed. Go to the teaching site once a week to guide teaching and answer teaching questions.
Among them, the discussion between experts and teachers is mainly a discussion activity in which experts and teachers talk around the theme, emphasizing the collision between experts and teachers. Experts and kindergarten managers should understand teachers' inner activities through "dialogue", fully understand the hidden educational ideas behind teachers' behaviors and guide them. This kind of equal dialogue and bold communication can enhance mutual emotional communication, make teachers more willing to accept the guidance of experts, better reflect on their own educational practice, gradually change their educational concepts and improve their professional level.
With the in-depth development of kindergarten-based teaching and research, the effectiveness of kindergarten-based teaching and research has attracted more and more attention from preschool teachers. How to pay more attention to the construction of professional leadership team, strengthen the interactive communication between teaching and research groups, and infiltrate humanistic care, so that kindergarten-based teaching and research can play a leading, cooperative and inspiring role, thus improving the effectiveness of kindergarten-based teaching and research, which is worthy of further discussion and research.