First, establish a new concept of kindergarten-based teaching and research
The fundamental purpose of "kindergarten-based teaching and research" is not to teach teachers some ready-made research methods, but to induce teachers' creative potential and "awaken" teachers' sense of life and value from their sleeping self-consciousness and mind. Create a democratic research atmosphere and encourage teachers to learn independently. The relationship between people in teaching and research activities is based on equality and mutual assistance. Only by participating in the discussion of every teaching and research activity with a sincere and peaceful attitude and establishing an equal dialogue relationship can we really stimulate the wisdom of the group and give play to the potential of every teacher. Secondly, teaching and research needs professional guidance. Teaching and research activities are an important platform for teachers' professional development, and every teaching and research activity needs to be conducive to teachers' professional development. Therefore, teachers need the "professional guidance" of preschool education researchers in teaching and research activities. Only with guidance can teaching and research activities make a breakthrough, and gradually form a tacit understanding and understanding in the hearts of teachers. Finally, teaching and research also needs the wisdom of the team.
Second, explore new forms of kindergarten-based teaching and research
"Kindergarten-based teaching and research" has built an interactive platform between theory and practice for the transformation of teachers' roles and has become the main channel to promote teachers' professional growth. In the process of kindergarten-based teaching and research, kindergartens should not only pay attention to the overall guidance of teachers, but also pay attention to the guidance of teachers' self-development and professional growth. Through investigation, we can understand teachers' different needs for the form and content of teaching and research activities, pay attention to teachers' practical difficulties in education and teaching, actively play the leading, communication and learning role of kindergarten-based teaching and research, listen to teachers' voices, collect teachers' confusion, strive to meet the needs of teachers at all levels, broaden the types of teaching and research activities, and strive to reflect the authenticity of teaching, the simplicity of research and the solidity of kindergarten-based. Our garden focuses on the following kindergarten-based teaching and research forms that teachers care about and need:
1. "Group learning" teaching and research. Teachers in the whole park, with teaching and research groups and research groups, are exploring the road of educational reform, "crossing the river by feeling the stones", and at the same time strengthening group learning to avoid blindness with the power of learning. Dealing with tasks in a "maximum" way and working on the edge of "ability limit" constantly "solving problems" seemingly routine behaviors, and reinvesting brain resources to solve expanding new problems.
2. Case teaching and research. In teachers' educational practice, some problem children are always difficult problems for teachers, so case teaching and research is of great help to improve teachers' educational work. Conduct case teaching and research once a month, collect cases for teachers to discuss, then organize teachers to find information, conduct collective teaching and research, analyze children's age characteristics and psychological characteristics, prescribe the right medicine and find the right solution.
3. Series of follow-up teaching and research. Through "serial follow-up" to implement the improvement plan of young teachers' classroom teaching, grasp the * * * problems and gradually improve the classroom teaching ability of young teachers. In the "chain follow-up", we ask teachers to summarize and sort out the activity plan, post-activity reflection, teacher evaluation and adjustment plan in time, and finally form a complete and quality written material as a reference for future activity design and organization. Through "serial follow-up", teachers are urged to find and analyze problems, especially to explore "what" and "why", gradually change their educational behavior and enhance their educational wisdom, so as to better promote the development of children.
4. Teaching and research on solving puzzles. Teachers will always encounter some hot and difficult problems in teaching practice, such as "appreciation and criticism of music teaching", "how to guide children to play their imagination in art teaching" and "problems in language teaching". We first organize teachers to exchange and discuss in the form of "groups" and solve difficult problems with collective wisdom, and then encourage teachers to practice-reflect-and then encourage them to do it.
5. Joint film teaching and research. Kindergartens cooperate, open and communicate with each other, fully tap the potential and resources of different kindergartens on the basis of teaching and research in their own kindergartens, realize the sharing of high-quality resources, complement each other's advantages and seek common development. There are countless ways to carry out kindergarten-based teaching and research activities.
We encourage teachers to form various small teaching and research teams spontaneously, conduct collective teaching and research selectively and pertinently, and also advocate teachers to carry out teaching and research activities randomly, actively communicate and discuss with colleagues around them when encountering problems, and build a relaxed platform for teaching and research activities, so that teachers can have more communication opportunities, so that teachers can develop in individual communication and improve in group sharing. In this way, teachers attach great importance to their rational thinking before participating in the activities, and hope that their opinions will be affirmed by everyone. In teaching and research activities, we should pay attention to creating opportunities for each teacher to speak, respect their rights, cultivate their courage and exercise their wisdom. Advocate teachers to express their opinions and defend themselves; Confrontation, discussion and debate of views; Don't jump to conclusions, just take what you need. In practice, we should be good at grasping the contents of random teaching and research spontaneously formed among teachers, protect the enthusiasm of teachers to participate in teaching and research, and urge teachers to look at problems from a professional perspective and make progress together, thus forming a new atmosphere of kindergarten-based teaching and research. In the practice and exploration of kindergarten-based teaching and research activities, we should devote ourselves to creating a kindergarten-based teaching and research model that pays attention to teachers' needs, guiding kindergarten-based teaching and research with advanced ideas, and exploring kindergarten-based teaching and research with action research. Diversified kindergarten-based teaching and research activities lead the growth of teachers, making them constantly reflect on their own educational practice, actively explore and solve problems in educational practice, and strive to improve the scientificity and rationality of educational practice. We still have a long way to go from expert teachers. We need to make further efforts to implement the spirit of the new syllabus, turn the spirit of the new syllabus into educational practice, and promote the healthy growth of children with scientific education.