First, what is the topic research based on the daily problems of kindergartens?
Daily problems in kindergartens: Daily problems in kindergartens refer to practical problems encountered in daily educational activities, daily life activities and daily management, which contain the value of research and practice improvement. In fact, it can cover all the problems related to the development of teachers and children in kindergartens.
Project: A project refers to a series of unique, complex and interrelated activities. These activities have clear goals or objectives and must be completed within specific time, budget and resource constraints. Is it a realistic problem that needs to be solved through action and thinking, or an innovative work? In the project research of kindergartens, the daily problems of each kindergarten are a project.
Project-based research: Project-based research takes this practical problem and work as the research object, and aims to solve the problem and form a new educational management method with educational connotation. Action research is the basic research method of project research. Project-based research focuses on the process of solving practical problems through action research, rather than the tedious process of subject research.
The basic operation flow of project research is: project design-project implementation-project evaluation.
Project-based research on daily problems in kindergartens refers to the process that teachers sort out, screen and refine the problems encountered in daily education and teaching in time, become projects, and launch action research with reflection as the core. It is a research with small research scope, short research cycle and simple research process.
Second, the theme and methods of project research
The subject of research is teachers, and the research is undertaken by teachers. It is emphasized that teachers, as researchers, are not only responsible subjects of research, but also interested subjects of research.
There are two main ways for teachers to carry out project research: ① Personal project research. It is an analysis and exploration of teachers' problems found in all aspects of kindergarten daily life and worth studying. The whole process of individual project research is mainly carried out by teachers themselves, and its direct purpose is to improve the effectiveness of education and teaching and the professional growth of teachers themselves. ② Group project research. In this way, small lesson preparation groups, teaching and research groups or teams and groups are taken as units, because the research composed of * * * and concerned issues is the same individual, and a certain * * * problem or puzzle encountered by everyone in the teaching process is analyzed and explored in groups, so as to solve the problems in practice and create favorable conditions for improving the overall professional quality of teachers participating in the research.
Thirdly, the path and method of project research based on daily problems in kindergartens.
After continuous research, summary and analysis, it is concluded that the research of kindergarten can be divided into three stages and six steps. Three stages: project design stage, project implementation stage and project evaluation stage; Six steps: the problems found in the investigation, the proposal and demonstration of the project, the establishment of the project team, the formulation of the project plan, the implementation of the project, the observation, analysis and interpretation of the project effect to form the project report.
Through diagnosis, examples, narration and other ways, we can guide teachers to learn to conduct research combined with daily educational problems, help teachers improve their educational behavior in research reflection, constantly improve their research ability, make their research ideas and measures clearer, and constantly improve their professional quality, thus promoting the effective implementation of research.
(1) project design stage
The diagnosis of daily education problems is the premise of project research. The diagnosis of educational problems can help teachers scientifically judge the problems existing in education and help them learn to find their own strategies to solve them. We investigate and analyze all kinds of problems in daily activities in kindergartens, and diagnose the problems in teachers' daily education from the observed teaching behavior of teachers and children's learning behavior through on-site diagnosis, so as to guide teachers to analyze and dissect the problems through self-reflection, peer diagnosis and group brainstorming, and find reasonable solutions in the process of continuous learning, practice and research.
In the project design stage, we should pay attention to the following three points:
1. Pay attention to the truth of the problem.
The project mainly comes from the practical problems in teachers' work practice, which is the confusion or problem of teachers themselves in education and teaching practice. These problems are familiar, experienced, accumulated, interesting and long-term concerns of teachers, and they are urgent problems to be solved. In order to combine project research with daily work, we take the form of questionnaire survey to help teachers find problems in their daily educational life. In view of some real and operable problems, we will discuss and demonstrate them in the project review meeting and refine them into the project.
2. Pay attention to the research value of the project
A "project" with research significance, creativity and effectiveness will not only increase the workload of teachers, but also improve their research enthusiasm. Such as "improving the effectiveness of the organization and management of children's after-dinner activities", "innovation of stage activities in kindergartens", "developing children's positive personality in class special activities", "case study of solving children's problem behaviors with role experience" and "enriching the role experience in class life". However, some problems, such as other people's mature research achievements and practices in the same field, or because there are many complicated factors involved, it is suggested not to study as a project.
3. Pay attention to the operation mode of the project
When the project is formed, we decide the implementation mode of the project according to the content of the project. In view of some * * * problems or puzzles encountered by many classes or people in the teaching process, a large-scale project team is set up for cooperative analysis and exploration, and the project leader is selected to be responsible for the project implementation plan, the organization of project team activities, the follow-up of project implementation and the project summary. For individual classes or individuals who find personality problems worthy of study in daily teaching, teachers or individuals in the class will conduct research on their own, and large research groups will give corresponding support. Large-scale project teams and single projects are carried out in parallel or alternately, which makes the project research a bit comprehensive and flexible.
(II) Project implementation stage
Project research is an educational scientific research method which takes educational practice as the research place and aims at reflecting and improving educational teaching practice. The important research method of its implementation research is action research. Action research emphasizes that researchers put forward improvement plans for specific problems in actual situations, and obtain research results through implementation, testing and revision in practice.
With regard to the specific implementation of the project, we have made several points for attention:
1. Pay attention to the operability of the project plan.
Project-based research is different from general project research, so when making a project plan, it needs to be clear and simple first, and some contents don't need to be too detailed. The contents of the project plan generally include: project name, project implementation objectives and values, project implementation points, project completion time, project team members and division of labor, etc. Secondly, the project plan should consider the characteristics of children's growth and development. The ultimate goal of project research is to promote the development of children, who are concrete and constantly changing. Therefore, the project plan must leave some flexible space, which can be constantly adjusted with the actual situation in the implementation.
2. Pay attention to the flexibility of research methods
According to the different research contents, the research methods are different. For example, the class project research on "How to Develop Children's Positive Personality in Class Characteristic Activities" carried out by the freshman class, in which the head teacher independently carried out a series of work such as planning, organizing, observing and analyzing the activities, and the huge research group gave the researchers full autonomy, allowing them to let go of their hands and feet and make bold attempts. Another example is the "Research on the Effectiveness of Children's After-dinner Activities", which involves many participants, and the project leader is responsible for collecting and sorting out the implementation of the teams or individuals who participate in the research on time.
3. Pay attention to the effectiveness of project team activities
Conduct project group activities once a month, discuss specific education cases, cases and activity cases of teachers in project implementation in the form of "cases", use teachers and experts to conduct case analysis and discuss a case, so that teachers can learn to analyze education cases scientifically. The project team conducts analysis and reflection through activity observation, on-site discussion and group re-practice, inspiring each other and gradually improving teachers' case analysis ability through case analysis. Because cases come from real events in teachers' daily activities, teachers can be mobilized to participate in case analysis, so that they can move from talking about cases on the basis of facts to explaining cases with educational theories. The project team summarizes the research results at this stage and discusses the next research plan.
(III) Project evaluation stage
At this stage, we will observe, analyze and evaluate the effect of each project through educational narrative, field observation and data comparison, and finally form a project report. Generally speaking, we mainly judge whether a project research is effective from three aspects:
1. Is the concept of the project researcher correct?
Only under the guidance of correct educational ideas can research be valuable. Through case analysis and interpretation, guide teachers to learn to write "educational narrative" and "educational story". Through educational narration, teachers at different levels can learn to tell their own educational experiences, discover the educational value of their own educational stories, change old educational concepts and thinking patterns, make teachers pay attention to children's performance in activities, constantly discover the relationship between their own educational behaviors, educational activities and children's behaviors, and re-examine their own educational and teaching methods.
2. Is there any obvious improvement before and after the project study?
Teachers judge the effectiveness of the project research through field comparison, data comparison and data changes before and after the project research. For example, since the "research on the effectiveness of children's after-dinner activities" was carried out in large classes, the content of children's after-dinner activities has been obviously rich, and their autonomy, social communication ability and problem-solving ability have been obviously improved. After the small class carried out the project research on how to effectively carry out the activities of parents coming to the garden, the activities of parents coming to the garden were richer and more effective in content, form and effect than before.
3. Whether the project results are applicable.
Teachers' good project research can not only solve the problems of teachers or small groups in the daily work of kindergartens, but also be popularized for other people or groups to learn from. Therefore, after completing the research, each project team will conduct a project report research and exchange and share experiences with all teachers. Excellent project research results can be used as theoretical and practical basis for other groups or individuals to solve similar problems, which has good application. For example, the achievement of "project research on effectively carrying out parents' day garden activities" has been used as a reference for parents' work by the new small class grade group.
Fourth, why should we conduct project-based research according to the daily problems of kindergartens?
(A) to form some high-quality research projects.
The research group has successively carried out research on the effectiveness of children's after-dinner activities, the design and educational value of interactive walls, observation and recording methods from a natural perspective, how to develop children's positive personality in class-based special activities, case studies on the effective use of peer resources by large-class children, how to carry out class book travel activities, how to cultivate small-class children's good lunch habits, and how to improve small-class children's excessive dependence by using role experience. Exploratory research on 12 project, such as "How to effectively carry out parents' activities in the garden", "Development and implementation of letter painting activities in kindergartens", "Study on the organizational strategy of singing teaching" and "Make the materials more reasonable". The research object covers three levels: children, parents and teachers. The contents of the study include life, study, family interaction and teacher training. Through in-depth and meticulous research on each project, we have summed up many educational strategies, practical experience and management methods worth popularizing or learning. These projects have better improved the connotation and quality of kindergarten education.
(B) can effectively enhance the professional ability of teachers.
Project research based on daily problems in kindergarten effectively solves the problems in kindergarten education practice and promotes teachers' professional thinking, research ability and educational concept. We consider the improvement of teachers' research ability from several aspects:
1. Take practice as the center, and solve teachers' on-site problems.
Project-based research keeps teachers awake and reflective at all times, thinking about all kinds of new or old teaching problems and teaching dilemmas: Why do children always make noise after lunch and do nothing? Why do ordinary children in the class always have no sense of existence? Why are children not interested in reading? These numerous on-site problems call for teachers to learn, reflect, practice and improve. Therefore, because of participating in the research, the normal state of teachers' education and teaching shows the significance of the research. Based on the project-based research on the daily problems of kindergartens, this paper takes the situation of teachers' opportunity education as the research site, focuses on teachers' educational behavior, integrates the research process with teachers' practice, guides teachers to pay attention to and reflect with research attitudes and methods, and improves their educational behavior, so as to pay attention to their habitual educational behavior, reflect and break through.
2. Self-directed, leading teachers into the research state of self-growth.
Project-based research projects mainly come from teachers' own understanding and thinking about practical problems. Teachers are not only practitioners, planners and leaders of research, but also beneficiaries of research results. Therefore, in the project research, the status of teachers as the research subject has been fully reflected, and their autonomy has also been fully exerted. Small projects in project research are all based on teachers' experience and understanding, and the research results point to the improvement of teachers' own behavior and the reconstruction of their own experience. The research of individual projects and group projects is a process of teachers' self-reflection and self-improvement.
On the other hand, the characteristics of project research, such as small entrance and short cycle, as well as flexible and diverse expressions of research process and results, are beneficial for teachers to overcome their fear of difficulties in educational research, inspire teachers to actively pay attention to their educational behavior with enthusiasm for inquiry, think about the problems existing in habitual educational experience, and study problems with scientific methods. It has changed many limitations of traditional large-scale research, changed teachers' passive position in research, and introduced teachers into the research state of self-growth.
3. With reflection as the core, a new paradigm of teachers' professional development has been realized.
In the daily life of kindergartens, teachers often face unique teaching situations. The educational theory or experience left by predecessors can provide guidance, but teachers must make their own judgments and choices according to the specific situation of their own teaching places and flexible teaching situations, and sum up "practical knowledge" from teaching practice. Project research advocates that teachers, as active action researchers, constantly develop their practical knowledge in the reflection on educational and teaching behaviors, that is, learn from practice, practice in research, and reflect on and improve their practice by studying the problems that actually occur in kindergarten daily life, thus promoting teachers to have a deeper understanding of themselves, their professional activities and even related things. Therefore, project-based research gradually transforms teachers' professional growth from an external plastic development paradigm to an endogenous development paradigm.
In short, the content of "research on topics based on daily problems in kindergartens" is based on the needs of educators' own work, and it is the content that needs improvement and innovation in their work. In the research, teachers can get professional support and peer help in time. At the same time, although the project-based research process does not pursue scientific research methods in a strict sense, it embodies the practical rational thinking methods and processes of educators. This is precisely the core of teacher professionalization: learning to think and solve problems professionally. Therefore, project-based research is not only a suitable research method for teachers, but also an effective way to improve teachers' professional level.
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