School-based teaching and research report

I. Research background

The phenomenon of school-based teaching and research has been in existence for a long time. The earliest educators, Confucius and Socrates, have this original idea based on their own education and based on the problems in education and teaching, and then put forward famous teaching ideas and principles. Later, many great educators also put forward ideas for research and thinking about school education and teaching.
In China, with the comprehensive advancement of quality education and the in-depth development of a new round of basic education reform, especially the implementation of the three-level curriculum management policy, people have begun to pay great attention to school-based teaching research and teacher development. At present, the main direction and main content of this research is to study its connotation and characteristics, concepts and principles, systems, content and methods.

First of all, it is the need for new curriculum reform. The survey of problems in the implementation of the new curriculum for basic education shows that while the new curriculum reform experiment in the past three years has achieved remarkable results, new problems and new confusions have emerged, such as the difficulties faced by teachers, the lack of curriculum resources, and the lag of evaluation systems. Classroom teaching reforms are not satisfactory, and the resolution of these problems is not enough by expert guidance. Practice has proved that the development of school-based teaching and research is an effective way to solve this problem.

Second, it is the demand for quality education. Chen Zhili pointed out in the report of the "National Basic Education Work Conference" held by the State Council in June 2001: "Promoting quality education is difficult, and basic education has not got rid of the inertia and influence of 'test-oriented education'. In some places, it is like The comrades described the 'quality education shouting earth-shattering, and the test-oriented education was solidly grasped.'" Thus, quality education that values ​​school characteristics and student personality has become an arduous task in the curriculum reform in the new era. In order to implement quality education, schools must find their own way out of school and school-running characteristics based on the reality of their own schools. This is a eager call for school-based teaching research. Inevitably, the development of teachers' school-based teaching and research capabilities is imminent.
It is also a requirement for the development of teachers themselves. In recent years, the relevant research report of UNESCO has clearly stated in the summary of the successful experience of education reform: “No matter how to emphasize the quality of teaching, that is, the importance of teacher quality will not be excessive”, and also pointed out that “the teacher’s will is violated” Or “without the assistance of teachers and their active participation”, no reform can succeed. Therefore, the professional development of teachers has become the core issue of the world education and teaching reform. "Teachers have become researchers" and "teachers' practical wisdom" has become a topic of increasing concern to us. The development of teachers' school-based teaching and research capabilities has been promoted as a teacher's professional development and practical wisdom. One of the effective ways is worthy of our deep thinking and research.

Second, the content and significance of the research

main content:

1. The significance and value of the development of school-based education in the context of the new curriculum;

2. School-based operation mechanism and operation mode of teaching and research activities, especially the study of the effective operation mechanism of the group;

3. Development and implementation of school-based curriculum.

4. Construction of the school-based teaching and research team;

5. Professional support and conditional guarantee for the development of the national primary school;

6. Evaluation indicators and monitoring and management mechanisms for the development of school-based education.

Study the scientific significance of the project

1. In recent years, teachers' professional development and practical wisdom have become a topic of increasing concern. The research on the development of teachers' school-based teaching and research ability has theoretical reference significance for improving teachers' professional development and improving teachers' practical wisdom.
2. The new round of basic education curriculum reform has been in operation for three years since its trial in September 2004. In 2007, the new curriculum will be fully launched. In the trial of the problems that arise in the trial, we urgently need to find effective and feasible ways to solve, practice and experience prove that school-based teaching and research is indispensable. This topic explores the development of teachers' school-based teaching and research ability, and attempts to propose strategies for the development of teachers' school-based teaching and research capabilities, which will provide reference for schools and teachers to carry out school-based teaching and research. This is the practical value that this article seeks to achieve.

Third, the method and steps of the research operation:

The basic research method is action research. In essence, action research is to apply educational science theory to solve specific problems and real problems in the process of education and teaching practice. Therefore, it is a research method that is more suitable for teachers in this project. As a researcher, teachers should develop the habit of "discovering problems - asking questions - exploring problems - discussing problems - analyzing problems - solving problems" in continuous teaching practice, so that "research consciousness" runs through Daily specific teaching career. We believe that the commonly used methods of action research mainly include: multi-angle analysis method, interview method, questionnaire survey method, etc., which are mainly used in the problem diagnosis process and project establishment stage; the experimental research log and teaching reflection record mainly used in the research process stage, Class observation records of the experimental class, digital photo recording of teacher-student interaction scenarios, recording of teaching video clips, case studies of teachers and students, etc.

Several steps in the study implementation:

1. Preparation stage: extensive publicity, formulation of plans, convening of open-ended meetings, teacher learning, interviews, identification of pilot schools, initial implementation, etc.

2. Team construction during the project implementation phase, team operation, special seminars, on-site exchanges, out-of-town study visits, inspection and summary evaluation.

3. Project evaluation and summary stage: evaluate the project, complete the project research report, and assemble the results and organize the data.

Fourth, the implementation of the project and results

In the past few years, under the guidance of the research team, the various sections of the experimental school and each teacher have been actively involved in the research. During this period, we explored a set of school-based teaching development that guarantees the implementation of the new curriculum and adapts to the actual needs of the professional development of the school's teachers, and promotes the improvement of the quality of education. Through research and practice, an effective group operation is established. The mechanism enables the group activities to have research and learning ability, and becomes the stage for each teacher's development; it has formed a complete evaluation system and monitoring and management mechanism for the development of school-based teaching development; completed the development and implementation of school-based curriculum; A dedicated and well-trained team of teachers.

Improve the development of school-based teaching, and ensure that the research of the subject is carried out in a normal, orderly and efficient manner.

1. The plan is in place. From the perspective of the county, the teaching and research section objectively analyzes the current situation of teaching and research in our county, formulates the three-year medium-term plan for school-based teaching and research in the county, proposes specific requirements for each experimental school and each subject group, and designs a personal development plan for teachers to guide the schools. School-based teaching and research work. According to the development needs of teachers at different levels, the various sections of the school allow teachers to actively build personal growth processes and stimulate internal growth. The teaching and research section requires all the full-time teachers of the experimental school to develop a detailed "Personal Growth Plan", which is an important part of the school's "teacher growth file" and an important basis for guiding teachers' professional growth. The Teacher Personal Growth Plan is a one-year cycle that requires teachers to develop their own development goals, identify mutual partners, and develop compliance measures in terms of teacher ethics, education, teaching, teaching and research, education management, and basic skills.

2, the organization is in place. Establish a three-level teaching and research network composed of schools, teaching and research groups, and teachers, and form a management network of school-based teaching and research, which is personally grasped by the principal, responsible for the research department, and implemented by the teaching and research group. This network runs smoothly.

3. The system is in place.

First of all, in order to standardize the school-based training of each school, the teaching and research section has issued a booklet entitled “Compilation of the System Construction System of the School-based Teaching and Research Section of Fufeng County”, which includes: the school-based teaching and research management regulations, the school-based teaching and research management system, the school-based teaching and research activities system, and the school-based teaching and research. The learning system, the school-based teaching and research training system, the school-based teaching and research inspection system, and the school-based teaching and research activities on the giant view. Secondly, each experimental school formulates various teaching routine systems, lecture evaluation system, teacher-apprentice pairing system, and teacher out-of-study reporting system. It guarantees and encourages teachers to participate in school-based teaching and research activities to improve the quality of activities.

4. The personnel are in place.

It is worth mentioning that the teaching and research staff of the county teaching and research section are arresting the school and the system of the defect. In order to do a good job in school-based teaching and research, the county teaching and research section is dedicated to teaching and research. From the leadership to the teaching and research staff, according to their respective responsibilities and their specialties, they participate in the corresponding teaching and research groups of grassroots schools and support the work of the teaching and research team leader. Comprehensively analyze the teaching situation of the school to the team leader, and guide them to not only see the advantages of teaching, but also identify the main problems. Together with the team leader and the team members, work out a practical work plan to guide the teaching and research team leader according to the goal. Explore practice step by step. Usually, every member of the teaching and research personnel must also participate in the activities of the teaching and research group, and learn, discuss, and study with the team members. Adhere to the classroom evaluation system, and at the end of each semester, help the teaching and research group to summarize the teaching reform experience to consolidate the research results and encourage teachers to compete between groups. On the basis of the self-evaluation and results presentation of the group, the excellent teaching and research group was evaluated. The purpose of this will help strengthen the macro-control and micro-instruction of the teaching and research group activities of the experimental schools, and discover and summarize successful experiences in a timely manner, promote the experience of advanced teaching and research groups, and create a good atmosphere for teaching and research.

In each experimental school, the head of the teaching and research activities is responsible for the system, and the collective preparation for the preparation of the class leader is responsible. That is to say, the activities of the teaching and research groups are the responsibility of the team leader. The group preparation for the preparation group is the responsibility of the preparation team leader. The school leaders each contact a group to guide and participate in the teaching and research activities of each group.

5. Incentives are in place.

The schools have formulated the assessment contents for the teaching and research group, mainly from the ideological construction and activities of the teaching and research group, the situation of undertaking the open class, the research results, the “student's awards, the accumulation of materials, the records of the teaching and research group activities, the learning content, and the public teaching plans. In addition, the scientific research papers and other aspects of the assessment, plus the usual regular inspection of teaching and administrative staff evaluation of the teaching and research group activities, these aspects of the teaching and research group assessment. This is the combination of process evaluation and final evaluation, qualitative and quantitative The evaluation of the evaluation is carried out. The county teaching and research section conducts a general evaluation of the teaching and research group work of each school every year, and awards outstanding teaching and research groups and rewards them.

Innovate teaching and research activities to guide teachers to develop independently.

Classroom case study

Case-based teaching and research is divided into self-reported reporting class, going out to study class recordings, and multiple students attending the same class.

※Self-research report class:

Each semester each teacher in the school last class seminar, requiring coaches to have their own research ideas in the classroom, reflecting the value of research, highlighting their research characteristics.

※External study class record:

The teacher's self-education and self-education concept has been improved. After returning to school, he talked about his own feelings about the teaching record, and triggered the resonance of other teachers to form a situation of mutual participation and improvement.

※Multiple people attend the same class:

Two or three teachers have the same content, and perform 40-minute personalized classroom teaching interpretation according to their interpretation of the teaching materials; such a classroom teaching form brings certain challenges to the teachers, in addition to the need for solid basic skills and correct teaching materials. In addition to grasping and actively controlling the classroom teaching, it is necessary to play the teaching wit on the spot and grasp the wonderful generation in the classroom teaching. The teaching and research format of many people in the same class has a real help to the growth of teachers' business, allowing teachers to examine their own teaching in their own practice, to reflect on their own teaching, and to create an effective, pragmatic, Explore the teaching and research atmosphere.

Through case-based teaching in a variety of ways, teachers are encouraged to actively participate in seminars and hands-on experience, so that new ideas can be internalized in the seminar, and the understanding is sublimated in the seminar.

Research report, moral education report, topic report, how to write a report

※Bianjiabian

Reflection is an important way for the professional development of teachers. Successful and efficient teachers tend to actively and creatively reflect on the practices and capabilities of their professional development. In the process of personal reflection or collective reflection, teachers can broaden their professional horizons and stimulate the motivation to pursue transcendence. The research team carried out the "Bianjiao Bianwu" activity among the school teachers, and asked the teachers to write down their own experiences, enlightenment and feelings in the weekdays, teach the middle, realize the middle school, learn and teach. Through teaching and understanding, it creates an atmosphere of study and study and enhances the theoretical level of teachers. The professional development of teachers is a life-long, holistic, comprehensive, individual and continuous process that requires constant reflection and reasonable planning by teachers.

※Experience sharing

After a certain period of teaching practice, teachers have their own practical experience, and they need to summarize the experience. After summarizing, we also need to give a platform to share their experiences. Therefore, every semester of our school has an experience sharing in the teaching and research group, and each teacher can display their own characteristics.

Actively carry out various special activities to promote the professional development of teachers.

Teaching contest

In order to cooperate with the further development of the “Strong Teacher Education” project carried out by the Baoji Municipal Education Bureau, the county teaching and research section organizes a “teaching rookie expert” competition every year. According to several links in the requirements of the city's teaching requirements, a series of education and teaching contests and large-scale training activities were organized, which effectively promoted the overall improvement of teachers' quality. Under normal circumstances, the county's competition is scheduled to be held in the next semester of each school year. The steps are as follows: In October, the county-wide sex class competition consisted of teachers' lectures and listeners' suggestions. In November, the sub-disciplinary quality class competitions were mainly subject research and special seminars; in December, the class activities It consists of the teacher's reflection and defense; in January of the following year, the individual and the group separately summarized. In the end, the county-level "teaching rookie expert" was selected and recommended to participate in the competition in the coming year.

Teaching and research activities

Thematicization mainly means that each activity is not arbitrarily assigned several teachers to open a few open classes, and then everyone comments on the review, but instead has a clear discussion topic, and this theme must also be in the teaching of this subject. The common problems or outstanding problems that arise, especially the requirements for the discussion, can sum up the corresponding solutions and draw relevant conclusions.

Each experimental school teaching and research group has a special research task every semester, which runs through the semester. We have decomposed a semester's research task into a number of small topics, each of which has been implemented into teaching and research activities and has become a subject of teaching and research activities. For example, the research topic of the National Science and Technology Section of the county in 2004 is “Study on Comprehensive Learning of Chinese Language and Small Languages”. Under this research task, it is divided into the development of comprehensive Chinese learning resources and the study of Chinese comprehensive learning curriculum models. Research on the learning style of students in comprehensive Chinese learning and the evaluation method of comprehensive learning in Chinese.

"Five One" Project

In order to make young teachers, especially new teachers, become talented quickly, the experimental schools should actively carry out teaching and training activities and strive to implement the “Five Ones” project. The "five ones" are for the same teaching content from preparation, class, class to class, and commentary. The first four items are completed by the same teacher, and the evaluation is completed by the members of the group. Each teaching and research group launches one or two teachers per week, taking turns, and the remaining teachers participate in class evaluations. The development of this activity is conducive to teachers having a complete experience in the design and evaluation of the "class", closely linked with the actual teaching, and has obvious effectiveness in improving teachers' ability to control the "class", and is also beneficial for timely discovery of teaching. There are problems. The implementation of this work has greatly promoted the growth of young teachers, especially new teachers.

Establish a benign operational mechanism and build a learning-oriented teaching and research group.

1. Strengthen the construction of teaching and research group

The teaching and research group is a teaching research organization whose task is to organize teachers to conduct teaching research work to improve the quality of teaching. A learning-oriented teaching and research group is particularly important in promoting school teaching and teacher professional development. The teaching and research group is required to ensure that there is sufficient time to conduct case study. Formulate a learning system for the teaching and research team leader. Fixed the time for the teaching and research team leader to study each month. The teaching and research group study system, the weekly group activities of each teaching and research group are arranged, and the contents of the group activities are divided into two aspects: thinking and business learning. Establish an exchange system for different schools. Each semester and the teaching and research group of well-known schools in and outside the province exchange at least once.

2. Open a large group of forums

In order to further strengthen the cohesiveness of the members of the team, the learning atmosphere of mutual discussion and discussion will be formed in the group, and the teachers in the group will participate in the group activities actively and enthusiastically. Each experimental school will open a large-scale forum. The members of the group set up a theme on issues of common concern. Everyone carried out corresponding activities around this theme, and through the exchange of hundreds of contends to meet the needs, through the summary to solve common doubts. After the full activities of the department, using the time for all teachers to study together, the group can recommend several keynote speakers to give a speech on this topic, and other members can add explanations. The stage can interact with each other. The enthusiasm of each member of the group will be mobilized, the initiative of team members will be greatly improved, the potential of teachers will be maximized, and the overall level of the team will be greatly improved. The forum of the group changed from "personal activities" to "group activities", which played a team spirit and realized the organic unity of individual development and collective development. The group forum made teachers have a qualitative leap in education and teaching practice.

3. Establish a network platform to achieve resource sharing

With the development of educational informatization, it is imperative to establish an educational resource system for each member of the discipline. Established Fufeng Teaching and Research Network, and created the homepage of the section on the Internet. There are five categories: group preparation, teaching and research activities, outing training, learning experience and teaching reflection. The platform is a forum. The specific operation is that each activity is first posted by the organizer, and there are notifications, themes, and intentions of the activities, and then the coaches follow the teaching plans, the drafts, or the reflections after the teaching, followed by all the activities. The teacher commented on the post, and it could even be a discussion for some teachers. Teachers can also put excellent CAI courseware online to realize online resource sharing. Teachers can use the network resources to obtain information, and can easily check the learning materials and reference materials that they need in teaching. If necessary, they can also download. This will greatly expand the space for acquiring knowledge and expand the source of information.

, professional leadership, and constantly improve the various abilities of teachers.

1. Professionals lead us to know that without professional-led research activities, it is difficult for teachers to rise to a certain level of research, or at least spend more time. Therefore, in addition to the individual study and study of teachers, on the one hand, we have created more than ten kinds of school-based teaching development, and guided the research of each school. On the other hand, we must require schools to build school-based training as a platform to actively advocate training and The combination of practice, reflection and reference, fully utilize the school's teacher political business school every Wednesday afternoon, and carry out relevant training for teachers. For example, the teacher training in the next semester of each experimental school is divided into three major themes: 2, 3 months for school-based teaching and research time, April and May for scientific research time, and June for development evaluation time. The time is two hours every Wednesday afternoon. In the past few years, we have not only invited famous scholars and professors from both inside and outside the province to teach, but also actively explored the specialties and potentials of our teaching and research personnel and teachers of various schools, so that they can introduce their own growth process and teaching experience. We are not only Guide the teacher in theory and show the individualized and creative work of the teacher.

2. The key to improving the quality of teaching by the research schools is to enhance the scientific research consciousness of teachers, to promote teaching and research with scientific research, and to promote teaching through teaching and research. The experimental schools started from the actual situation of the school, and used the teaching and research group as the research base to improve the consciousness and initiative of the teachers to do the special research. Under the leadership of the school's general subject, each subject has its own special research. Each topic has a group of members in practice and research, thus forming a teaching and research landscape in which all employees participate in the whole school and work together. The development of special research in education and scientific research, research and teaching with scientific research, making research close to the classroom, close to teachers and students, close to the school, thus driving the reform and innovation of classroom teaching, driving the overall quality of the teaching team.

3. Actively grasp the opportunity of discussion. Each school actively undertakes various seminars. In the hosting seminars, young teachers are provided with a training stage to show themselves and improve themselves. We require teachers to take the initiative to participate in various activities during the empty class time, and actively communicate with their peers in the brother school to learn from each other. In the past few years, the experimental schools in the county have hosted more than 20 seminars and received friends from all directions. This is not only their display, promotion, but also encouragement and encouragement to them.

Relevant results obtained from research projects:

● Some papers were published and won awards. The paper "Practice and Exploration of Curriculum Reform by School-based Teaching and Research" was openly exchanged at the school-based teaching and research work of Baoji City and the commendation meeting of the advanced teaching and research group, and was publicly published in Baoji Teaching Research.

● Completed a set of school-based textbooks for group teachers to use in the group. This set of books has been used in our county for more than 4 years and has received very good results.

● The school-based series has been edited into a book. This set of books has a collection of students who have obtained the above-mentioned works of the city level. The "Green Garden Tao" with the awarding articles and the "Green Campus" which reflects the characteristics of the school for many years has become me. The precipitation of school green culture.

● Reflecting the results of the school-based teaching and research in our county, "There is no need to raise the whip and self-motivation", with the columns of "Research, System Construction, Bianjiao Bianwu, Education Reflection, Growth Notes and Teachings", which fully reflects the schools in our county. Carry out the practical process of school-based teaching and research. "I hold the dance and dance in the air" collects and sorts out the fruitful achievements of the teachers in our school in carrying out the research on school-based teaching and research. This booklet introduces in detail the practice and results of the research on the school-based teaching and research mechanism from the aspects of “growth notes, team struggle, study life, and mentoring dialogue”.

● Establish Fufeng Teaching and Research Network to provide teachers with a platform for teaching and research, collect the research results of teachers, and promote the development of teachers' profession. The traffic and rankings of this site are gradually increasing.

● Teacher team: Since 2005, our county has participated in the Baoji City Teaching Rookie Master Competition in Baoji City's “Strong Teacher Education” project. For three consecutive years, more than 80 teachers have won the municipal-level teaching rookie talents. Their leading role in the basic education reform of our county is becoming more and more obvious.

V. Some experiences in carrying out school-based teaching and research

1. In the process of implementing this project, the most difficult and important task is to enable teachers to develop the habit of continuous learning and thinking. Apart from the contradiction of engineering and learning, the lack of learning materials, the lack of system, and the lack of pertinence are also serious problems. Therefore, we will purchase related books and CDs during the implementation of the project, and configure computers for teachers. Create a relaxed and enjoyable learning atmosphere, conduct some special research, and guide teachers to become researchers.

2. Some teachers are difficult to accept new ideas at a time. In the process of implementation, we adopt peer-to-peer mutual assistance, expert-led training, and individual talks to learn and progress together with teachers.

3. Teachers face complex teaching situations, such as emerging new teaching concepts, new teaching ideas, new teaching content and new teaching methods. The implementation of these concepts, contents and methods requires teachers to teach themselves. Continuous research in practice. Therefore, the combination of research and practice, research in practice, continuous reflection in research, and improvement of one's own behavior are also the process of teacher professional growth.

4. "School-based teaching and research" is the dialogue between teachers and new courses, the dialogue between teachers and themselves, the dialogue between teachers and teachers, and the dialogue between teachers and students. The two sides of the dialogue listened to each other and talked about each other, opened up their own spiritual world, and realized spiritual exchange and sharing of meaning in "dialogue." In “Dialogue”, a kind of “sharing” is formed, sharing knowledge, sharing experience, sharing wisdom, and sharing the meaning and value of life. It can be seen that “school-based teaching and research” is not only a system, a method, a process, but also an equal cooperation and spiritual exchange between people. Through the “equality of dialogue culture”, teachers can improve their teaching behavior and professionalism. The level is improved.

Fufeng County Education Bureau Teaching and Research Section
January 11, 2008