The new curriculum puts forward a series of new challenges and requirements for teachers, such as teachers' views on teaching quality, students and learning. Schools and teachers can't wait to feel that they are still far from the requirements of the new curriculum. At the same time, with the advent of the information age, the concepts of "lifelong learning" and "learning society" are deeply rooted in people's hearts, and teachers inevitably have a sense of crisis and urgency, and more and more fully realize that they can't rely solely on pre-service education, and more importantly, teachers' continuing education should run through their whole teaching career. With the experiment and popularization of the new curriculum of basic education, school-based training has shown great vitality in improving teachers' ability to implement the new curriculum, improving traditional teaching methods and promoting the reform and development of basic education. Starting with school-based research, this paper discusses how to effectively promote teachers to update their educational concepts, cultivate innovative spirit, develop reflective ability, improve their educational practice ability and scientific research ability, keep up with the pace of curriculum reform, and accelerate professional development. Key words: A new round of curriculum reform of school-based research-oriented teachers' professional development has awakened educators who are committed to education with its unparalleled innovation and development. Teachers will face the challenges of independent, cooperative and inquiry curriculum culture and brand-new teaching situation. We are also soberly aware that teachers' professional development is not only the fundamental guarantee for the quality of school education, but also the power source for the continuous improvement of school education connotation, and the most critical factor for the development of students' potential and the sustainable development of schools. However, the current situation of teachers' professional development is not as optimistic as we thought. Especially in ethnic poverty-stricken areas, due to the limited conditions, teachers have limited opportunities to go out to study, the learning channels are not smooth, and the concept of lifelong learning has not been formed, resulting in teachers' low academic level and outdated educational concepts, which are difficult to meet the needs of modern education. Therefore, how to help teachers understand the profound connotation of the new curriculum, adopt effective research strategies and promote teachers' professional development has become the most realistic and key link in the new curriculum reform project. 1, the basic concept of school-based teaching and research The theoretical basis of school-based teaching and research is that the school is the place where education really takes place, and teaching research has direct significance only if it is based on the real teaching problems of the school. 1. 1 The school is the base of teaching and scientific research. School-based research emphasizes that the school is the base of research, that is to say, the focus of research should be placed on the specific school teaching situation. The problems studied are summarized and collected from the teaching practice of the school, not presupposed and deduced. We should find, analyze and solve problems in real school teaching situations. Many teaching problems can be easily discussed in the abstract if they are divorced from the specific teaching situation. But it doesn't mean much For example, in the process of implementing the new curriculum, the three-level curriculum management policy puts forward new requirements for the school. Schools should not only creatively implement national and local courses, but also have the right and responsibility to develop school-based courses suitable for their own characteristics, which will lead to a completely different teaching situation from any previous research. In addition, the situation of each school is very different. For specific schools, solving the so-called "superficial" teaching problems is not so "real", there is always one. How to develop school-based curriculum, how to carry out comprehensive practical activities, and how to reflect the autonomy, cooperation and inquiry of learning under the background of large class size. , can only be found in the specific teaching situation of the school. 1.2 Teachers are the main body of training. School-based research emphasizes that teachers are the main body of teaching research, and teaching research should not only be the patent of a few full-time researchers, but the power and responsibility of all teachers. Only when more and more front-line teachers treat their teaching practice and work with a research attitude, and constantly improve their ability to solve practical teaching problems in the process, can the general improvement of school teaching quality be truly possible. Teaching research with teachers as the main body is different from ivory tower research which advocates "ideas" and "theoretical schools", and it should be an action research of "solving problems". It consciously and actively devotes itself to exploring and solving teaching problems in its own teaching practice, so as to achieve the purpose of improving teaching practice and improving teaching quality. 1.3 Promoting the development of teachers and students is the direct purpose of training. School-based research, whether as a teaching research activity or a teaching research mechanism, aims at improving school practice, improving teaching quality and promoting the development of teachers and students. Among them, the core is the professional development of teachers and the sound development of students' body and mind, which is the main content of reflecting the level of running a school. Without this direct purpose, the soul of school-based research will be lost, and "school-based" will become an empty talk. Whether the direct purpose of teacher training points to improving school practice, improving teaching quality and promoting the common development of teachers and students is an important sign to see whether it is rooted in the daily teaching activities of teachers and students and whether it is linked to the improvement of school daily teaching behavior. And the final subject of evaluation should be the principal, teachers and students of the school, and should not be other subjects outside the school. This requires institutional guarantee, that is, when the school thinks that training does not directly point to the development of teachers and students, they should be able to express their feelings and requirements smoothly in the system. This is not to deny the importance of off-campus evaluation, but to confirm the proper position and role of on-campus evaluation in the system. The achievements of school-based research, including its goal orientation, should be affirmed by teachers and students themselves, and more encouragement and affirmation should be given in the system. There are some phenomena of learning for the sake of learning and "window dressing", which run counter to the basic concept of school-based research. 2. How to carry out school-based research School-based research is to shift the focus of teaching research to schools, take various specific problems faced by teachers in the course of curriculum implementation as the research object, take teachers as the main body of action, pay equal attention to theory and specialty, and emphasize practical research under the guidance of theory. Its growing point is in school, and its foothold is also in school. Therefore, it is particularly important to establish a solid and effective school-based teaching and research management mechanism in schools. 2. 1 build a learning organization. In order to ensure the smooth progress of school-based research, it is necessary to build corresponding organizations, set up school-based research leading groups, and set up school-based research professional guidance groups and evaluation groups. At the same time, in order to fully mobilize teachers' enthusiasm, promote teachers' development and cultivate a group of "famous teachers", we should regularly carry out the selection activities for school-level academic leaders, backbone teachers, "teaching rookies", outstanding class teachers and "Top Ten" outstanding teachers. In addition to promotion and appropriate extra points, the selected teachers should also be given in-school allowances and spiritual rewards. Director Yuan Zhenguo of the Ministry of Education pointed out: "Schools should attach importance to teacher culture. The so-called culture is the problem of teacher development. " Therefore, in order to create good basic conditions for teachers' development, schools can carry out various open class activities, such as demonstration classes for backbone teachers, seminars for grades of curriculum reform, and competition classes for young teachers. Through open class activities, teachers observe each other, learn from each other and improve together. Generally speaking, every school has a group of backbone teachers with high theoretical level and strong teaching and research ability. Every year, a certain number of teaching and research papers are published in journals above the provincial level or exchanged at conferences. We should give full play to their leading role, let them drive teachers in this discipline to actively participate in the research of the subject, and give practical guidance to young teachers who participate in the research of the subject. 2.2 Build a training and learning platform. School-based research is an important measure to strengthen the construction of primary and secondary school teachers. We should pay attention to the actual needs of teachers and adopt the training mode of integrating training, research and teaching. The teaching and research section of the school can take the lead and use business study time or other time to conduct regular or irregular training, including educational psychology theory, subject research, moral education special training, modern educational technology and information technology training. Guide teachers to know that knowledge is wealth and learning is the means. Only by continuous learning can we adapt to social changes and seek our own survival and development, thus establishing that only by learning brilliantly can life be splendid; Only if you succeed in your studies can you succeed in your career. 2.2. 1 Develop learning resources and broaden teachers' horizons. As a school, teachers' learning resources are limited, but schools can constantly explore and develop social resources, network resources and human resources, make up for their own shortcomings, expand teachers' horizons, and implement projects led by famous teachers and guided by experts. Experts and famous teachers have their own unique ideas, viewpoints and experiences. Listening to their reports, observing their classes and accepting their guidance can not only give teachers a lot of inspiration, but also promote teachers to broaden their horizons, reflect on themselves and find gaps; Imitate and create, surpass yourself. Therefore, the school can hire some experts, visiting teachers or scientific research consultants, and invite them to the school regularly to carry out educational and teaching theory and teaching reform for teachers.