Question 1: What is school-based training? First of all, what is school-based? According to experts, school-based means "for school", "in school" and "based on school", which is the school headquarters in layman's terms. At school. So, is school-based necessarily in a school? Not necessarily, this is too narrow, it should be as far as schools are concerned. As long as it is in school, even if the inter-school communication is for the school, it can be understood as school-based. Not other scientific research institutions. study Textual research, study and follow according to Ci Yuan; Writing, writing. Repair, grinding, grinding; Learn to discuss. As far as school education is concerned, we want to improve teachers' educational ability and problem-solving ability, solve specific problems and difficulties in education and teaching, skillfully use existing knowledge, serve education and teaching, improve ourselves in teaching and management, constantly update ourselves, gradually build our own teaching style and improve the quality of education and teaching. ? (1) The connotation and basic characteristics of school-based research reveal the connotation and basic characteristics of school-based research in three sentences. 1, "for the development of schools and teachers" is the fundamental purpose of "school-based research". The purpose of "school-based research" is to promote the development of schools and teachers, which is a tangible, bit by bit, step by step and visible development. It is manifested as "improving the curriculum and teaching of the school, improving the level of running a school and the quality of education, and promoting the professional development and improvement of teachers". 2. "Based on the development of schools and teachers" This is the basic problem of "school-based research". "School-based research" is a problem that schools and teachers find, think and urgently want to solve in practice. It is not a problem directed by experts, or even a problem that looks small and others think is superficial, but must be studied and solved. It is manifested in "the main body of learning, and the research and development of schools should not only promote the development of students, but also promote the development of teachers". 3. "Through the development of schools and teachers" is the main countermeasure of "school-based research". The countermeasures of "school-based research" are: "in school (mainly in school), by teachers (mainly teachers), organized and targeted" (including learning, training and further study) and "educational research" (including subject teaching and research, educational research) are unified, and research and management are organically combined. Simply put, "the problems of schools and teachers are mainly solved by schools and teachers through' training'. (2) Definition of the concept of "school-based training" 1, academic definition. The so-called "school-based research" refers to the practical problems existing in school education and teachers' work as the starting point, the predetermined goals and development plans of schools and teachers as the basic direction, the fundamental purpose of meeting the professional development needs of school teachers, the main support of schools' own strength and resource advantages, and the main content of self-reflection of schools and teachers. Under the interaction (influence) of teachers' development, and under the guidance of educational experts and professionals, a series of learning promotion processes and activities are designed and planned by the school itself, which are organically integrated with teacher education (including teacher training, teacher continuing education) and educational research (including teaching research, regular teaching research and educational research). The core is the integration of teaching, scientific research and training. 2. Practical definition. The so-called "school-based training" is simply a school-based teacher training or teacher education, that is, a teacher education activity with the main goal of improving teachers' educational and teaching ability, which is integrated with teaching research and educational research. To sum up, school-based training, as its name implies, is to carry out education and teaching research in schools for the development of schools, for the development of students and for the lifelong development of people. For example, helping partners, led by professionals and experts, and reflecting in practice. Solve the problems in education and teaching, constantly update yourself, gradually construct your own teaching style, and improve the quality of education and teaching. About school-based research and school-based teaching and research A few years ago, I talked a lot about school-based teaching and research. What is school-based teaching research? School-based teaching research, school-based teaching research, is to shift the focus of teaching research to schools, take teachers as the object of various specific problems in the process of curriculum implementation, and take teachers as the research subject, which involves both theory and professionals. Starting from the reality of the school, improve the quality of education and teaching in the school ... >>

Question 2: What is school-based teaching and research? School-based teaching and research is the abbreviation of "establishing school-based teaching and research system" School-based teaching and research refers to educational research activities based on schools, with practical problems in school teaching practice as the research content, school management and teachers as the research subjects, and with the aim of promoting the common development of teachers and students. School-based teaching and research essentially belongs to action research, that is, research in action and action in research. Teachers, teachers' collective and professional researchers are the three core elements of school-based research, which constitutes the trinity relationship of school-based research. Teachers' self-reflection, teachers' collective peer assistance and professional guidance of professional researchers are three basic forces and behaviors to carry out school-based research and promote teachers' professional growth, and they are indispensable. Now I will focus on the first two aspects. First, teachers' personal and self-reflection. Self-reflection is the dialogue between teachers and themselves, the foundation and premise of school-based research, and the most common and basic form of school-based teaching and research. Reflection is a process in which teachers take their own professional activities as the object of thinking, and examine and analyze their own behaviors in professional activities and the resulting results. Reflection is not a general review (or retrospect), but a reflection, introspection, exploration and solution of various problems existing in teaching activities, which has the nature of research. Only when school-based teaching and research is transformed into teachers' personal self-awareness and voluntary reflective behavior can school-based teaching and research have a foundation and be truly implemented. In teaching, teachers take themselves as the research object, study their own teaching ideas and practices, and reflect on their own teaching ideas, teaching behaviors and teaching effects. Form your own independent thinking and creative opinions on teaching phenomena and problems, so as to truly become the master of teaching and teaching research. Through reflection and research, teachers can constantly update their teaching concepts, improve their teaching behavior, improve the autonomy and purpose of teaching work, overcome passivity and blindness, and improve their teaching level. Teachers' growth path is experience plus reflection. Teachers should always take the classroom as a case and make a diagnosis and evaluation of classroom teaching under the guidance of advanced education and teaching theories. Teachers should review and reflect on their achievements in this class every time after class. What teaching strategies are used? What teaching situations have been set up? What evaluation method is used? Which ones are successful? What could be more perfect? Taking the reflective diary as the carrier, we can record the accidental events and random thoughts in classroom teaching, find out the advantages and innovations of classroom teaching, find out the problems and shortcomings, and capture the educational ideas hidden behind the teaching behavior, so as to find the breakthrough point for improvement. This kind of reflection is also helpful for teachers to understand their own shortcomings, so as to strengthen the study and exercise of shortcomings and promote the improvement of teaching level. Teaching reflection is the core element of teachers' professional development and self-growth, and self-reflection is the most important, economical and convenient form of teaching reflection. It requires teachers to observe and reflect on their own or others' teaching behavior or teaching philosophy "privately" according to their own judgment. Its main forms are: 1 Writing after-class cases Some unexpected problems or phenomena worth pondering in class are unpredictable before class. After-class cases can record their own class scenes in detail, constantly reflect and summarize some fragments and links, foster strengths and avoid weaknesses, and improve the quality of teaching in the future. 2. Writing reflective notes You don't need everything to write reflective notes. When writing reflective notes for a class, we should consider the following questions: What instructional designs have achieved the expected results in this class? What are the highlights worth remembering? What unexpected problems caught you off guard? Wait a minute. When writing notes for a week, you should think about the following questions: Under what circumstances do you feel the closest relationship with students this month? When do you feel most anxious or depressed? What is my proudest teaching activity? Why? Wait a minute. Compared with writing lesson plans after class, writing reflective notes generally doesn't need too much pen and ink and time, but it's not as detailed as writing after-class cases, which tends to ignore some more important information. 3. Observing teaching videos It is an effective form of teaching reflection to compare the teaching behavior of excellent teachers with their own teaching behavior by observing the open class videos of excellent teachers. Second, teachers' collective and peer assistance. Peer assistance is a dialogue between teachers and peers, and it is the symbol and soul of school-based research. School-based research strengthens teachers' self-reflection, opening themselves up, strengthening professional exchanges, coordination and cooperation among teachers and in teaching activities such as curriculum implementation, sharing experiences, learning from each other, supporting each other and growing together. Peer support is vital ... >>

Question 3: The significance of school-based research in school-based research (1) The focus of teacher training and teacher education has shifted downwards. (2) Research is an effective way to improve teachers' professional quality. (3) Educational research is valuable only if it returns to practice. (4) Teachers are the key force of educational research. (5) Teaching is a process of research and exploration. Instead of simply passing on ready-made knowledge, (6) the establishment of "school-based consciousness", (7) the establishment of campus culture of learning, cooperation, communication and inquiry, (8) openness will become an important trend of school-based research in the future: (1) self-reflection, (2) peer assistance and (3) professional guidance.

Question 4: What is school-based teaching and research? (1) Interpretation of the standard of school-based teaching and research ● School-based teaching and research ―― Teaching and research to solve practical problems in curriculum implementation in our school ―― A diversified teaching and research activity with the starting point of studying and solving practical problems in curriculum reform in our school and the goal of promoting teachers' professional development and improving teachers' ability to implement new curriculum. The fundamental purpose is to comprehensively and effectively implement the curriculum and improve the quality of education and teaching. "School-based teaching research" and "school-based curriculum" are two fundamentally different concepts. "School-based curriculum" is a kind of curriculum independently developed and implemented by the school, in which "school-based" has three basic elements: based on the school, for the school and in the school. "School-based teaching and research" is a research activity carried out by schools to solve problems in curriculum implementation, in which "school-based" means that the research problems and the purpose of solving problems are school-based, not the scope of teaching and research activities. Therefore, the "school-based" three elements of school-based teaching and research are: school-based, school-oriented, and various ways. "School-based teaching and research" and "project research" are two kinds of research with different meanings. "Project research" is a further summary and promotion on the basis of existing practical experience and research. It is a voluntary behavior of teachers under the incentive policy and needs to pass the project audit. Research results generally appear in the form of research reports, papers or monographs. "School-based teaching and research" is a study to solve the "realistic" problems in teaching practice and is the basic requirement for every teacher. The achievements of school-based teaching and research are mainly reflected in solving practical problems and improving teachers' professional level and teaching ability. We can refine the * * * nature, key points and difficult problems in the course implementation into school-based teaching and research topics, organize cooperative teams to conduct research (no need to establish projects), solve problems in time and popularize experience. On the basis of school-based research, teaching and research topics with certain theoretical and practical value can be declared as project topics. (2) Basic viewpoints of school-based teaching and research (* * * knowledge) 1. School is the main position of school-based teaching and research, and school-based teaching and research is the key work of the school. It is necessary to establish a corresponding management, supervision and evaluation system, so that the development of school-based teaching and research activities can be incorporated into the daily management of the school and reflected in the school work (teaching) plan. 2. The principal is the first responsible person of school-based teaching and research, and is the "leader" to promote school-based teaching and research. Good principals have good schools, and principals who take the lead in school-based teaching and research have learning and research schools. 3. Teachers are the main body of school-based teaching and research, so we must change teachers' professional life style and build a new teaching and research culture. Part of a teacher's professional life. Under the basic idea of taking root in every class and paying attention to every teacher, relying on grade preparation group, subject teaching and research group or teacher volunteer team, we will create an open environment, put teachers in real situations through system+culture, participate in teaching and research activities with an open mind, solve teachers' practical problems, promote teachers' professional level and teaching ability to continuously improve, and form a pragmatic, effective and sustainable development of teaching and research mechanism and new teachers' professional culture. From rigid (institutional) management to teachers' internal needs and conscious behavior. 4. The construction of school-based teaching and research system is the integration and promotion of advanced experience at home and abroad. (1) The school-based teaching and research system is a reconstruction of the traditional teaching and research system in China. (2) School-based teaching and research is the summary and promotion of the independent development experience of China schools. Judging from the years of education and teaching practice in China, many famous primary and secondary schools in China have many "school-based" experiences and practices in running schools, teaching management and improving teaching quality. (3) School-based teaching and research is the integration of foreign experience and China characteristics. Internationally, Japan's "lesson study" which began in the last century has a good enlightenment for us. Japan's "teaching research" has two meanings: one is to advocate teachers to go into their own classrooms and do research with their students. It is a kind of teaching and research action that includes the cycle of "asking questions, making plans, taking actions, observing, reflecting and modifying plans", which is generally completed by "volunteers" of university professors and school teachers. Another meaning of teaching research is "research class", that is, opening schools and classrooms to the society and offering research classes. Its important goal is to improve the relationship between teachers and students, teachers and parents, and put teachers' professional development in the "workplace". The effect of this research in Japan has been recognized internationally. In the United States, teaching research is regarded as a powerful way to change teachers' professional development in the 2 1 century, and some countries such as Singapore and Iran are also studying teaching research. Enlightenment from teaching research: First, the purpose of studying the problems in classroom teaching is to raise ...

Question 5: What is a school-based curriculum? Paperless education in Zaoshang believes that school-based curriculum is also a school curriculum. As the name implies, it is a kind of curriculum independently developed and implemented by the school as the main body of curriculum preparation, and it is a kind of curriculum relative to national curriculum and local curriculum. School-based curriculum is a course independently determined by the school to implement the characteristics of running a school, develop students' specialties and give play to teachers' characteristics, in addition to the courses prescribed by the state.

Question 6: What kind of school-based research plan is needed for school-based research in primary schools?

First, the guiding ideology of school-based research

School-based research is based on school teaching practice, school development, students' development and teachers' development, taking subject groups as the unit, focusing on improving teachers' teaching ability, paying attention to educational theory learning, taking cooperation and communication as the channel, aiming at school reality, teaching reality and personal reality, promoting teachers' learning in practice and improving their English academic performance. Grow in reflection and improve in research, so as to meet the needs of curriculum reform and development of basic education, improve the efficiency of education and teaching in a large area, create a strong school-based research culture, and promote the sustainable development of school education and teaching.

Second, the goal of school-based research

1, adhere to the school-oriented, strengthen English teaching and improve teaching effect. Strive to build a team of high-quality teachers with solid professional knowledge, expertise, modern educational concepts, modern educational means and innovative spirit.

2. Actively explore the listening teaching mode.

3. Further publicize and establish the new concept of school-based research. Accelerate the transformation of teachers' roles. Establish a new view of teachers and students, scientific teaching view, lifelong learning view and harmonious career view. Realize the change of teachers' role: teachers change from imparting knowledge to promoting and guiding students' learning; From simple teaching executors to cultural knowledge optimizers and teaching researchers; From teachers to learners; From missionary to demonstrator of life.

4. Do a good job in the research of existing topics and start planning the next round of research.

Third, the guarantee and measures of school-based research

School-based teaching and research should take classroom teaching as the core and collective lesson preparation activities as the important carrier. Adhere to collective lesson preparation activities, concentrate teaching wisdom, form a subject teaching resource pool, realize overall optimization, and promote the promotion of * * *.

According to the actual situation of the school, try to explore a brand-new and applicable road of school-based research. School-based teaching and research is mainly supported by schools to ensure research. Take self-reflection, peer help and professional guidance.

The school set up a steering group, organized teaching and research, and provided the required listening equipment.

1, self-reflection

When studying practical problems in their own classroom teaching, teachers should strengthen teaching reflection and reflection on their own educational behavior, and attach importance to the accumulation of cases. In order to make teachers form the habit of learning and reflection, I think we should: a, write an educational narrative and a summary of teaching experience every period; Complete the teaching design of after-class reflection and adjustment once a month; Strengthen the teaching reflection of each class; D. Complete a typical case that you are satisfied with in each issue; E, after reading it, seriously reflect. Solve the problems encountered in teaching practice, combine daily teaching with teaching research, and make teachers grow up step by step.

2. Peer assistance

Advocate teachers to communicate problems, reflections and cases in teaching in time. During the school-based training activities, * * * discussed brainstorming, explored solutions, played the role of peer assistance, and realized * * *. Make full use of collective teaching and research time to carry out peer assistance in the same group. At each activity, each group and each teaching-research cooperation zone should choose representative reflection, cases, puzzles, demonstration courses, research courses, excellent courses or problems involved in collective lesson preparation as the discussion content, and designate a central spokesperson to let everyone brainstorm, exchange ideas on an equal footing, seek differences and innovate, inspire each other and realize experience sharing.

3. Professional guidance

The school business guidance group provides business guidance. The school organizes lectures, class evaluation, participation in seminars, case evaluation and reflection to help guide the development of school-based teaching and research activities and give full play to its professional leading role.

Fourth, the arrangement of training activities

August: 1, school-based training; 2. Organize teachers to participate in distance education; 3. Strengthen the study of lessons and cases; 4. Collect class work summary and personal training summary.

September: 1. In the training plan of teaching and research group, make personal training plan;

2. School-based textbook compilation plan; 3. Cooperate with the compilation of school-based teaching materials, and organize testing seminars for all grades; 6. Implement the work of the research group; 7. Organize the selection of excellent "teaching design" and "teaching cases".

October: 1. Implement the training of the inspection team; 2. Organize teachers to exchange learning; 3. Comprehensively carry out training appraisal activities.

1 1 month: 1, and check the implementation of training; 2, the training group held a demonstration class teaching evaluation learning activities; 3. Organize teachers to write their experiences.

1 February:1. Conduct evaluation activities in an all-round way; 2. Summary of the term of the training team; 3. Prepare lessons for the winter vacation; 4. Collect and summarize reading notes and reflection diaries. ...& gt& gt