Education Science Research Planning Project Opening Report

First, the background and significance of the research:

Research status at home and abroad:

Questioning in the classroom is an old problem. From the beginning of teaching, we start to use our mouths. Whether it is the oldest teaching mode or the most modern classroom, the teacher’s mouth is one of the most important components in the classroom. Perhaps this is an old tune. At home and abroad, this issue has achieved considerable results. However, the reason for the old tune is that we re-examine this issue from the perspective of frontline teachers and study the teacher’s mouth from a new perspective. This question, with the practical research of frontline teachers, solves the problems in our actual work from our height.

The significance of the research:

1. The needs of school work

There are many new teachers in Chaoyang Seven Schools, and the teaching ability of teachers is constantly improving. Like students, in the first few years of education and teaching, it is often the teacher's teaching ability and the teaching level has improved the fastest. We need to seize this. Timing, in the development of teachers' professional professional quality, provides a good environment for teachers to let our new teachers improve faster and better. At the same time, although our old teachers have been working for many years, under the premise of the new curriculum reform, the rapid update of educational concepts and the continuous improvement of educational teaching methods are constantly testing the professional skills and teaching skills of teachers. We need to do some more work on teacher training. How can the new teachers' classroom teaching grow faster, and how can our teachers progress faster? We need a practical platform. It coincides with the 11th Five-Year Project, combined with the research and development of our school, research and development. The work of building a stage for the development of teachers, so that the teacher's classroom is wonderful, will also make the life of the students wonderful, the same, the school is likely to be wonderful.

There are many factors for teachers' classroom teaching, and the important ones should be the teacher's language. No matter any auxiliary work, it is basically in the teacher's language, and the teacher's language is the most important. It should be this "question", the introduction of teaching content needs to ask, motivate students to think, ask questions, raise students' emotional needs, ask students to resonate, and even ask questions, even in teaching evaluation, sometimes ask questions Sometimes it is asking questions, sometimes asking questions, etc. So, starting with the question is a golden key to open the door to the quality class. It is an escalator for teachers to grow up. We choose a wonderful question and choose more exciting. Classroom.

2. The needs of teachers' personal development

From a theoretical point of view: the famous educator Comenius said: The teacher's mouth is a source from which the stream of knowledge can be sent. Modern cognitive theory holds that the classroom teaching process should be a problematic thinking process of acquiring new knowledge in a way that constantly asks questions and solves problems. The first problem is to ask questions. One educator said: "The art of teaching lies in how Properly ask questions and subtly answer. "The higher the art of asking, the better the effect of stimulating students' curiosity and creative desire. Therefore, teachers are either in the whole process of teaching or in the teaching process. Micro-links should pay great attention to the art of asking.

From the perspective of teaching practice: many teachers, especially new teachers, will have such confusion: the questions raised are not in line with the students' thinking characteristics. Sometimes the students do not answer clearly, or a question does not ask the key, and asks a lot of questions. Explain this problem, waste a lot of classroom time and make students more confused, etc. Communication is the essence of teaching, and questioning is a necessary part of the interaction of classroom language. The effect of teacher teaching is largely controlled. The skill of asking questions. After careful investigation, it was found that quite a lot of teachers are confused on this issue. If they want to study, they can really make teachers' teaching level teaching strategies have better and faster development. Therefore, we decided to take this problem out of practice, put it back into practice and study it, and make this "question" fine and thorough, which will help the teacher's teaching ability.

Second, the theoretical basis and factual basis of the research

Modern cognitive theory holds that the classroom teaching process should be a problematic thinking process of acquiring new knowledge in a way that constantly asks questions and solves problems. The first problem is to ask questions. One educator said: "The art of teaching lies in how Properly ask questions and subtly answer. "The higher the art of asking, the better the effect of stimulating students' curiosity and creative desire. Therefore, teachers are either in the whole process of teaching or in the teaching process. Micro-links should pay great attention to the art of asking.

Many teachers, especially new teachers, have this kind of confusion: the questions raised are not in line with the students' thinking characteristics. Sometimes the students don’t answer clearly, or a question doesn’t ask the key, and ask a lot of questions to explain the problem. Waste a lot of classroom time and make students more confused and so on, communication is the essence of teaching, and questioning is a necessary part of the interaction of classroom language. The effect of teacher teaching is largely controlled by the skill of questioning. After careful investigation, it was found that quite a lot of teachers are confused on this issue. If they want to study, they can really make teachers' teaching level teaching strategies have better and faster development. Therefore, we decided to take this problem out of practice, put it back into practice and study it, and make this "question" fine and thorough, which will help the teacher's teaching ability.

In a broad sense, it is to study how the “question” in the teacher's classroom is more exciting and effective.

From the perspective of a first-line operator, specifically, the following contents are included: 1. Accumulate a wonderful question in classroom teaching and apply it in teaching practice. 2. Analysis of the wonderful question in classroom teaching: Why do students with such questions love to answer, why such problems are more effective in the process of implementing teaching, and where is it wonderful? 3. Rethinking the wonderful question in classroom teaching: What effect has this problem achieved, and how it can be improved to be more exciting and effective. 4. Create a wonderful question in classroom teaching: If you want to stimulate students' interest, how should I ask if I have to guide students to think more deeply about how to ask and so on. 5. A categorical study of wonderful questions: how to ask questions, how to ask questions, how to ask questions, etc. 6. Auxiliary research on the wonderful question: With the wonderful question, what kind of auxiliary effect the teacher should play in terms of tone, expression and posture.

Fourth, the research method of the subject

1. Accumulation method: Accumulate the wonderful questions found in the course of lectures, lectures, and research classes, so that teachers can first distinguish the wonderful questions and stimulate the enthusiasm and confidence of the teachers to study the wonderful questions. 2, case analysis method: repeatedly deduct the teacher's demonstration class and the team's own seminars, study the ins and outs of each problem, study why so? Can it be better?

3, the literature data method: find the relevant literature, and edit the accumulation of the researcher into a book, while accumulating research, providing materials for research, and improving the level of accumulation.

4. Action Research Method: Apply the wonderful questions of accumulation and research to the classroom, reflect on the problems and methods applied, and create a wonderful question for yourself.

5. Comparative research method: Compare the different teachers' classes in the same period, find the gaps and deficiencies, and compare the lessons of the same teacher in different periods to prove the validity of the research and make the teachers more motivated and confident.

V. Research steps of the subject

Preparation Phase

Establish programs, prepare materials, learn related theories, improve theoretical cultivation, clarify the division of labor, and complete the preparation of various materials for the research.

Project implementation stage

1. Implementation research:

Each member of the research team has accumulated a wonderful question every week, asking for questions and reasons for the selection.

Four times a month, the research will be concentrated, including a research demonstration of a teacher's demonstration class, a discussion of the subject group of the two research groups, and a theoretical summary.

Each month, the questions accumulated by the members of the research team and the results of the research process are bound into a booklet, and the school journal is made up. The members of the research team will be hand-in-hand, and in the second month, the first month’s wonderful question will be applied and reflected. The reflective content is written in the form of a note on the school note.

Each semester summarizes the phased results of the research and forms its own results or papers.

Combine teaching work to carry out the evaluation of the subject class.

2. Do a good job of reflection and summary work, and constantly adjust the problems in the research process.

Result formation stage

1. Screen the accumulated "exciting questions", sort out the contents of the divisions, assemble them into a book, and compile "Wonderful Questions"

2. Summarize the research results and form a research report.

6. Academic background and research experience, research capabilities and composition of the main participants

This is a young team. Among the twenty-five teachers who participated in the research, 18 accounted for 18. Young may mean that the academic background and research experience are relatively weak. However, this is a dynamic and has Enthusiastic, have a strong desire for the improvement of education and teaching level, they can accept new things faster, learn faster, update their own ideas, and promote both in theory and practice. Moreover, we have like Wang Jinzhi. The predecessors such as Qi Yanli and Wang Xiaobin also have research backbones like Teacher Pan Minghua, as well as experienced teaching experts like Sun Jing and Yan Lifang. The research ability of this team will become stronger and stronger.

7. Guarantee conditions for completing the project

1. The participants of this project want to improve their educational and teaching ability, and the team is young. At the same time, the participation of the backbone teachers of the school has ensured the scientific research of the subject and improved the quality of the research.

2. The research literature in this subject is heavily protected by the school. It is not difficult to accumulate part of the information, and the teachers are highly motivated.

3, the required experimental equipment and equipment can be guaranteed, video recording and other equipment, powerful technology.

4. Although the school economy is not rich, it can meet the needs of scientific research first.

5, the total duration of four years, sixteen teaching weeks per semester, one hour per week concentrated research, time is guaranteed.

6. Chaoyang Seventh School is an emerging school. Everything is moving in a better direction. The school will take scientific research and development as the top priority of the school, and the leading teachers attach great importance to this work.