Research Report on "Study on the Management of Kindergarten Teaching"

First, the question is raised

The rapidly changing world has made people pay more attention to the future of society and to the main body of the future society - today's children. We are keenly aware that society gives higher expectations and a more sacred mission to early childhood education. Creating quality and efficient early childhood education is the responsibility of every preschool educator. The development of a kindergarten is inseparable from education and teaching. The key to education and teaching lies in the scientific teaching management. Only through the establishment and implementation of scientific teaching routine management can the teaching work be carried out in an orderly manner to ensure the improvement of teaching efficiency.

In recent years, our park has gradually explored some management methods, but there are still some problems: the management concept is lagging behind. The management of kindergartens is mostly transactional, institutional and empirical. For managers, grasping management is to grasp the specific goals, plans, and the effects of specific activities. There is no corresponding evaluation method and standard for each teaching work. Even if it is, the operability is not strong enough to detect the work effect. For kindergartens, our park urgently needs to strengthen research in this area. The reasons are as follows: First, our park is the only public park in the Qianchuan area of ​​Huangpi, which plays a role in window and radiation in the whole area. At present, there is no experience for us to learn from the teaching and management of kindergartens. Research, establish a scientific teaching routine management, and play a role in radiation and promotion in the whole region. Second, due to the lack of experience in the routine management of kindergartens, there is no way to benefit. There is an urgent need for a set of effective management methods to improve the quality of education and teaching.

According to the requirements of the development of the times and the problems existing in the routine management of kindergarten teaching, our park decided to carry out the “Study on the Management of Kindergarten Teaching”.

Second, the status quo of research on similar topics inside and outside the province

At present, China's small research on teaching management innovation, refined teaching management, optimized teaching routine management research, effective teaching management research, etc., also have some lessons to learn from, such as: the establishment of a scientific and rational teaching management system, Standardize the regular management of teaching, do a good job in school-based teaching and research activities, attach importance to the improvement of teachers' quality, implement balanced education and implement teaching quality assessment. There is also a teaching management model that promotes “one center, two basic points”. “One Center” focuses on routine management, grasps the main position of the classroom, and fully implements “effective teaching” to enable teachers to have solid teaching skills, so that students have good study habits and improve the effectiveness of classroom teaching through various measures. The "two basic points" is the class teacher team and the teaching and research group as the unit's subject teacher team. Carry out the focus of education and teaching management, give full play to the backbone of famous teachers, key teachers and academic leaders, and bring into play the potential energy of the collective research of the teaching and research group. Through the combination of experts, monographs, academic groups and preparation groups, the overall efficiency of teachers will be improved. Level. However, these experiences and achievements are suitable for China's small, and kindergartens have their own specialities with different teaching methods and curriculum concepts. Therefore, it is necessary to study the appropriate management methods for kindergarten teaching.

Third, the theoretical basis of the research

Subject definition

1. Teaching Practice: It refers to the daily regulations on teaching, which is the normal norm and normal requirement of teachers' professional life.

2. Management: Management refers to the process in which managers in certain organizations use certain functions and means to coordinate the labor of others and enable others to achieve the stated goals with high efficiency.

3. Teaching routine management is to formulate and implement the daily rules and regulations of teaching according to the rules of teaching work and the actual situation of the school, so that the teaching can proceed smoothly, and it is increasingly orderly, standardized and stabilized, thus effectively achieving the goal of school teaching. activity. Teaching management is the guarantee of normal teaching order.

Fourth, research objectives

According to the current situation of the teaching and management of kindergartens, we will explore the operational mechanisms and methods suitable for the routine management of kindergartens, improve the quality of kindergarten management and teaching benefits, and promote the healthy development of kindergartens.

V. Research content

1. Investigation on the current situation of kindergarten teaching routine management.

2. Research on the conventional management strategy of kindergarten teaching.

3. Research on the regular management mode of kindergarten teaching.

6. Objects and methods of research

1. Research object: Taking the teacher's teaching routine work and the manager's management behavior as the research object.

2. Research methods:

Survey method: Before the topic starts, understand the current situation and existing problems of kindergarten teaching practice.

Action Research Method: Continuously adjust management methods through management behavior of managers. Pay attention to the conclusion of the study.

Experience summarization method: comprehensively summarize, refine, and analyze the materials collected in practice to determine the methods with universal significance and promotion value.

Seven, research steps

1. Preparation stage

Study the current status of kindergarten teaching routine management, solicit opinions and identify topics.

Extensively review the literature information related to this topic and determine the content of the topic.

Identify the research subjects and train the research team.

Develop a research plan to clarify the division of labor.

2. Research stage

Intensive study, search for problems, and conduct research in the light of the Outline.

Contents of the study: "Detailed Rules for Day-Life Activities of Kindergartens", "Interim Measures for the Management of Teaching Practices in Kindergartens in Wuhan", "Guidelines for the Guidance of Kindergarten Education", and "Interpretation of the Guidelines for the Guidance of Kindergarten Education".

The investigation and research report is completed through forms such as seminars, questionnaires, and regular inspection records.

Establish and improve various management systems for education personnel

In combination with the regular management of regular education, we will reflect on the behaviors of the instructors, standardize the behavior of the insured personnel, establish various systems, improve the evaluation system, etc., and innovate the management behaviors and methods of the regular maintenance, and effectively improve the workload of kindergarten education.

Summary of the research phase

Summarize and reflect on the preliminary research work, hold an interim report on the project, and formulate the next phase of the research plan.

In-depth research work

In the "action research" approach, constantly adjust the experimental methods, test the management system of the instigation, study the strategies, contents, ways, methods and measures of routine management, and form a phased research report.

3. Summary stage

Collect and organize data, write research reports and research summaries.

To apply for a question, ask an expert to assess it.

Eight, the results and analysis of the study

Based on the actual situation of the park, a management system combining institutionalization and humanization has been constructed.

First, based on the actual situation of the park, a series of rules and regulations have been established and improved.

By reflecting on and examining the previous teaching management system, we found that some systems do not conform to the actual conditions of the park, some systems are not operational, and some systems need to be further improved. In response to these problems, the kindergarten has successively formulated the "Kindergarten Work Quality Evaluation and Assessment System", "Kindergarten Listening Class, Evaluation System", "Kindergarten Teaching Practice Inspection System", "Kindergarten Reward and Punishment System", etc., and put forward specific teaching and teaching work for teachers. The requirements provide a basis for teachers' daily teaching and also provide a standard for kindergarten teachers' teaching work.

Second, in the management process, the management of institutionalization and humanization is implemented.

First, the head of the school participated in the teaching process and implemented a number of interactive management. The work of guarantee education has always been the central work of kindergartens. The modern management concept emphasizes that management should implement dynamic management to promote the change of teachers' behaviors. The directors go deep into the actual educational process and interact with teachers on an equal footing, grasp the big goals and general direction of the education work, and achieve effective management. . Encourage teachers to try boldly and support their bold innovations.

The second is to involve teachers in management. In the process of education and teaching, teachers are supported to conduct self-management, so that teachers can participate in the formulation of the system, and the plan is formed from the bottom up. Promote teachers to be responsible for their work, and implement self-determination, self-monitoring, and self-evaluation. In each competition, the evaluation criteria are set by the teacher. All the teachers are judges. They can express their opinions and opinions. They can give a fair evaluation of themselves and others' work.

First, implement diversified evaluation

The previous manager's evaluation is a combination of teacher self-evaluation, parental evaluation, and early childhood evaluation. Promote management through evaluation.

When evaluating teachers, let each teacher first find their own strengths and advantages, and then combine the awards that are conducive to the development of kindergartens and personal growth: the preparation for excellence award, the environmental creation creative award, and the organizational ability award. This kind of evaluation and reward makes everyone feel that it is a happy thing. Everyone knows their strengths and can absorb the strengths of others.

Second, the evaluation criteria for various activities are scientific and reasonable.

In the past, the teaching evaluation of each link was lacking, or there was no evaluation standard, and it was only based on personal intuition to score and evaluate. Either the evaluation criteria are unreasonable or the operability is not strong. In response to this problem, we have improved the environmental creation, group teaching activities, regional activities, teacher preparation, outdoor activities, and teacher semester evaluation standards, and increased the individual self-assessment, the mutual evaluation within the grade group, and the collective evaluation of kindergartens. At the same time, there are better aspects and shortcomings in existence, which is conducive to teachers' continuous reflection of behaviors and continuous improvement. The new evaluation standards are more humane and more operational.

Explored the mode and management strategy of kindergarten teaching routine management.

Through research, we explored the pattern of regular teaching management in kindergartens:

Put forward requirements, standardize behaviors - check monitoring, timely feedback - evaluation promotion, and overall improvement.

1. Make requests and standardize behavior. In the management process, the work routine requirements of the insured personnel are first proposed, and the teaching behavior of the teachers is standardized.

2. Check and monitor and provide timely feedback. The general supervision and inspection team consisting of three levels, including the executive leadership, the director of the education, and the head of the grade, form a multi-level, three-dimensional management network and improve the kindergarten inspection mechanism. In the inspection process, we abide by the principle of “early problems, early detection, difficult problems, and problem-solving strategies”, and timely and accurate information on the mental outlook, work attitude and work progress of teachers and students throughout the school, and minimize management. Blindness, randomness. Regular and regular maintenance inspections have strengthened the quality control of regular maintenance work. Take measures to solve the problems found.

3. Evaluation promotion and overall improvement.

According to the completion of the work, according to the standard, reward the good work, sum up the good method. Further improvement measures are proposed for the shortcomings, and the overall progress is finally achieved.

Nine, the effect of the research

1. Teaching aspects

An orderly and standardized teaching order has been established. The formulation of "Career Day Maintenance Practice" standardized the teaching behavior of teachers, put forward the specific requirements of teaching routines, and gradually formed an orderly and standardized teaching order.

The teaching routines at all stages are well organized. At the beginning of the school year, at the end of the semester, and at the end of the semester, they can be strategized and organized. The regular examination of the teaching of each semester is highly evaluated by the superior department.

2, the development of teachers

Significant changes in teaching concepts

After three years of experimentation, the guiding ideology of "management to benefit, quality to one day" is deeply rooted in the hearts of the people. The establishment of this idea marks a major innovation in the values ​​of teachers. Experiments show that the majority of teachers have basically realized the transition from the management of heavy teaching results to the management of heavy teaching processes. In teaching, teachers are guided by quality education and consciously use teaching routines to standardize and guide teaching.

Teaching practice ability is developed

In the past few years, under the guidance of standardized teaching routines, the kindergarten teachers' education and teaching practice ability has been fully developed and cultivated. In the teaching practice, teachers can consciously abide by the routine and innovate in their application.

Teaching effect has been significantly improved

In the three years of experimental research, the effectiveness of kindergarten teachers in teaching has been significantly improved. As long as they are manifested in the following: First, in the experimental process of standardizing the requirements and achieving overall promotion and standardized management, basically the standards of teaching activities have been met. Some teachers have formed their own style characteristics and teaching routines, which promoted the development of kindergarten teaching routines. Their contents were fully reflected in the half-day activities in the “Parents Open Day” and won the praise of parents.

Teachers' enthusiasm is improved

Through scientific and fair evaluation, teachers can achieve "seeing the good and thinking", giving incentives and rewards to doing well, and mobilizing the enthusiasm of the majority of teachers.

3, young children

Promote the overall development of young children and promote the overall improvement of the quality of children. In the past, a set of more scientific and standardized teaching routine guidance teaching has not been established, and there are misunderstandings such as “re-education and light protection” and “regrouping teaching activities neglecting life activities”. With the deepening of the experiment and the further internalization of the theory in theory, the teacher has gradually emancipated the mind and updated the concept. The child has not only developed in the five fields of health, language, society, science and art, but also in the habits and learning. Habits, health habits and other aspects have also been well developed.

X. Problems in the research of the subject and ideas for future research

1, the problem

The research lacks methods and related literature for reference.

China Small has studied a series of achievements in the management of teaching routines, but the kindergarten education work is very different from that in China, and there is only one level of kindergarten held by the education department in the whole district. Therefore, the lack of timely and necessary research in the study The professional lead, therefore, is more difficult in the study.

Insufficient enthusiasm for teachers in the research

Because it is a management research, many teachers feel that this is a manager's business. There is a kind of thinking that “there is nothing to do and hang high”. Therefore, the enthusiasm of the teacher research is not enough, but the task is completed according to the task of management. .

2. Future ideas

Continuously improve research results

In the research, we really feel the significance of the level of teaching and management, the level of the upper level, and the scientific and efficient management of teaching routines. In the actual teaching work, we will strive to carry out the research results and actively explore again, and continue to promote and improve the results.

Experience promotion

In the research, for the regular management of teaching, there are certain achievements, and the experience and practices will promote the development of teaching routine management in other sister schools. We will share the experience gained in the research with them.