What role should kindergarten directors play in kindergarten-based teaching and research, so as to continuously enhance the magnetism of kindergarten-based teaching and research, awaken teachers' awareness of kindergarten-based teaching and research, guide teachers to learn actively and promote teachers' professional growth?
First, the forerunner of theory.
How to stimulate teachers' learning motivation, exercise teachers' learning perseverance and cultivate teachers' learning ability; How to provide teachers with time and opportunities, encourage them to study, reflect and work together, make them work and create happily, speed up the development of kindergartens while attaching importance to personal development, and make kindergartens a sustainable learning organization are all topics that every kindergarten director should ponder and study.
From the exploration and practice in recent years, it is the most effective way to carry out "kindergarten-based teaching and research". This effectiveness lies in: the director attaches importance to kindergarten-based teaching and research and leads teachers to realize the transformation from advanced educational concepts to teaching behavior as soon as possible; We can fully understand the role orientation of "teachers are researchers" and the connotation of kindergarten-based teaching research, which refers to the daily teaching research based on kindergartens, and take the pursuit of this research ability as the goal of promoting teachers' professional development. In addition, the director should fully understand the significance of kindergarten-based teaching and research: through kindergarten-based teaching and research, teachers should constantly construct and improve their own theories to guide their educational practice; In the process of solving problems, constantly reflect on their own practice and improve the professional quality of teachers; Let teachers learn to study their own teaching and promote their professional development and growth. In a word, the headmaster is the forerunner from concept to behavior. He should not only master the correct educational ideas and concepts before teachers, but also spread them to teachers and influence their work.
Second, the direction of leadership.
The director is the director, planner and organizer of kindergarten-based teaching and research, and must have the ability to guide the overall situation, grasp the direction and ensure the development of kindergarten-based teaching and research in the right direction. Therefore, the head of the kindergarten must have professional consciousness and professional mind, understand the direction, trend and information of preschool education reform and development at home and abroad from the perspective of professional development, and decide the research direction in combination with the actual screening information of the kindergarten, so as to play a leading role in the kindergarten-based teaching and research process.
First of all, kindergarten directors should pay attention to mastering and learning relevant kindergarten laws, regulations and documents in policy, deepen their understanding, improve the level of implementing policies, and make kindergarten-based teaching and research have a theoretical basis. For example, seriously understand the spirit of the new Outline, organize all teachers to study and discuss, and constantly write their experiences, so as to truly make the concept of the new Outline deeply rooted in the hearts of the people. Secondly, the director should constantly improve himself professionally, read more books, enrich his knowledge through reading, obtain information, and understand the theoretical research trends about children's psychological development and children's education; Learn more about preschool education theory and the development trend of preschool education at home and abroad, and have more professional knowledge to lead teachers to carry out kindergarten-based teaching and research. Finally, the headmaster should fully listen to the voices from front-line teachers, brainstorm, listen to opinions, learn from colleagues with an open mind, and pay attention to learn from each other's strengths. This is not only a great challenge to the formation of the headmaster's own personality charm and the improvement of his knowledge and ability, but also helps the headmaster to play a leading role in the teaching and research process.
Third, the organizer of the process.
As the organizer of kindergarten-based teaching and research, the director should clearly realize that in order to make kindergarten-based teaching and research truly effective, teachers must first reach the understanding that only by constantly researching and updating can they make rapid progress and realize the transformation from "teacher-oriented" to "scholar-oriented". Of course, the formation of consciousness will not happen overnight, but will be gradually recognized and accepted. Therefore, the director's leading demonstration and effective organization are particularly important. In kindergarten-based teaching and research, the director can effectively infect teachers, constantly improve teachers' overall teaching and research awareness and improve the effectiveness of kindergarten-based teaching and research.
(A) to help teachers establish a sense of teaching and research
Now the work of kindergarten teachers is very busy and heavy. Some teachers are busy organizing children's day activities, often conducting teaching and research, and completing the tasks assigned by kindergartens. In order to prevent kindergarten-based teaching and research from going through the motions and really let all teachers actively participate in kindergarten-based teaching and research, the director must help teachers establish correct teaching and research consciousness and new teaching and research concepts, and make teachers clear that kindergarten teaching and research activities are the needs of their own development.
(2) Improve the construction of teaching and scientific research system.
In order to change the spontaneous or lax state of teaching and research work in kindergartens in the past and ensure the orderly operation and quality of teaching and research work, we must formulate and improve the management system of teaching and research work. Actively explore the "people-oriented" scientific management system, formulate and implement the Caodian Central Kindergarten Teaching Research Learning System, the Caodian Central Kindergarten Teachers' Teaching Routine Work Assessment Rules and the Caodian Central Kindergarten Teachers' Incentive Implementation Measures, combine the effectiveness of teaching research activities with the assessment of teaching research teams and teachers, further strengthen the process management of school teaching research work, and guide teachers to pay attention to the process and effectiveness of teaching research.
(3) Build a platform
In order to let teachers have time to participate in teaching research, kindergarten directors should combine the actual situation of kindergartens, make full use of various favorable conditions and create various platforms for teachers to discuss and learn. For example, using the platforms such as "weekly discussion day", "multi-research activities in one class" and "random discussion", we will carry out colorful and diverse kindergarten-based teaching and research activities, and make clear the time, place, content and form of the activities, so as to effectively serve kindergartens.
(4) Funding guarantee
In order to further improve the enthusiasm of teachers to participate in kindergarten-based teaching and research, and promote teachers to learn from each other and make progress together, kindergartens should have appropriate kindergarten-based teaching and research funds. In recent years, our park has overcome the difficulty of tight funds, increased the incentives for faculty and staff's scientific research achievements, given financial subsidies to teachers' scientific research projects, and rewarded teachers' award-winning papers and educational and teaching competitions.
Fourth, the on-site instructor
Kindergarten principals should make clear the three core elements of kindergarten-based teaching and research, namely, self-reflection, peer assistance and professional guidance, and strive to guide kindergarten-based teaching and research from these three aspects. We know that teaching experience will not naturally become a learning resource, and only the reflected experience is a teacher's self-wealth. Therefore, the headmaster should urge teachers to reflect on themselves in time, because reflection is the starting point for teachers to become researchers, an important way to promote teachers' professional development, the most important advanced thinking ability and the center of teachers' development. Now, our park has formed a system of timely reflection after activities. Teachers can actively analyze and evaluate each activity and write teaching reflections and case studies. Teachers fully open themselves on the basis of self-reflection, which promotes teachers' professional growth.
In order to promote teachers to share the responsibility of completing tasks, our park insists on taking backbone teachers as the core to carry out activities, encourages teachers to form research groups, independently lead new and old couples, meticulously create the integration of teaching and research, attaches importance to team building, encourages teachers to help each other and cooperate happily, and forms a positive team relationship of mutual encouragement, mutual help and improvement. Promote teachers to contribute to cooperation and grow together, strengthen cooperation consciousness in peer-to-peer mutual assistance activities, improve cooperation efficiency and promote the overall level of teachers. In the process of supporting and guiding teachers' professional development, the director also invited experts and teaching researchers to the park to give on-site guidance to kindergarten teachers and carry out face-to-face exchanges, stage drills and other activities. In the equal dialogue with experts and researchers, teachers have changed their ideas and improved their professional quality.
Fifth, front-line employees
As a director, due to trivial and busy affairs, it is easy to get rid of the front-line teaching and research work. In order not to become the "blind", "deaf" and bystander of kindergarten-based teaching and research work, the author's practice and experience are as follows:
(A) actively participate in kindergarten-based teaching and research activities
Although the director is the first person in charge of kindergarten-based teaching and research, in kindergarten-based teaching and research, the director, like teachers, is the main body of teaching and research, regards himself as a member of the research group, has the corresponding research ability, participates in discussions on an equal footing with teachers, actively participates in kindergarten-based teaching and research activities, and is a practitioner of kindergarten-based teaching and research work.
Kindergarten directors should try their best to take time to participate in teachers' professional training and major teaching and research activities, carefully read the materials of teaching and research activities, actively offer suggestions to the teaching and research group, participate in the daily teaching and research activities organized by kindergartens, go deep into the class to understand the actual situation of teaching and research, teachers' needs and existing problems, and keep up with the pace of educational reform and development in ideology.
(2) Actively participate in the research.
No matter how busy you are, you always participate in research work, such as undertaking the municipal research project "Research on Kindergarten Folk Art Education" and successfully concluding the topic, and actively participating in the provincial research project "Children's Good Behavior and Habit Education"; In the research, we worked out the experimental plan with the members of the research group, observed the problems in the teaching and research of the experimental class, and wrote experimental reports and research papers. By participating in the project research, I learned about the professional development trend, improved my research ability, and also had enough confidence to express my opinions in teaching and research activities.
(3) Insist on teaching and attending classes.
In order to empathize with the teacher, experience personally and accumulate teaching experience, I insist on being a Chinese teacher in the class, try the teaching method of early reading in kindergarten, persist in going deep into the classroom, communicate with the teacher on an equal footing and give the teacher on-site guidance. This not only gives a good start to the teaching and research work in kindergartens, but also accumulates first-hand information for their own research, and also helps other teachers to improve their professional quality.
In short, in the process of kindergarten-based teaching and research, only by integrating guidance, communication, sharing and encouragement can kindergartens form a multi-level and multi-directional network of kindergarten-based teaching and research activities with independent communication and harmonious interaction. In the process of equal dialogue, ideological collision, experience promotion and behavior follow-up, teachers' professional subject consciousness is stimulated, the kindergarten-based teaching and research culture is enriched, the effectiveness of kindergarten-based teaching and research is improved, and the sustainable development of children, teachers and kindergartens is effectively promoted.