City Education Institute's creation of educational research phased work report
Carrying out the banner of creating education and cultivating innovative talents in an all-round way - Wuxue City Institute of Education has created a staged work report on education research. According to the spirit of the Third National Education Work Conference, since 1998, the city has begun to explore to cultivate innovative spirit and practical ability. Focus on creating education. In the past six years, the city's creative education has been gradually carried out from point to point, from horizontal to vertical, from shallow to deep. The specific work is summarized as "six catches." First, grasp the foundation, strengthen theoretical research, and raise the banner of creative education to cultivate innovative talents in an all-round way - Wuxue City Institute of Education has created a phased work report on education research. According to the spirit of the Third National Education Work Conference, since 1998, the city has started Explore creative education that focuses on fostering innovation and practical skills. In the past six years, the city's creative education has been gradually carried out from point to point, from horizontal to vertical, from shallow to deep. The specific work is summarized as "six catches."
I. Grasping the foundation and strengthening theoretical research In order to guide the city's creative education research in a timely and effective manner, the research group of the "Artificial Education Experimental Research" of the Municipal Institute of Education has continuously strengthened theoretical research. The first is to define the concepts of “creation” and “creation education” and form the conceptual system of creative education. Second is the establishment of the basic idea of creative education. The purpose of implementing creative education is to improve the level of education. Creating education not only “leads students to understand what the world looks like, but also educates students to recognize”, and “guides students to understand why the world is like this, educates students to think” and, more importantly, “guides”. Students explore how to transform the world and teach students to create, thus creating a large number of creative talents who can create a better future. Finally, a preliminary model for cultivating creative talents was established. We have carried out in-depth research on various external manifestations and personality characteristics of creative talents, especially creative consciousness, innovative spirit and creative ability, and continuously refined and summarized the basic characteristics of creative talents.
Second, grasp the design, build the experimental system. The creative education designed by the city is based on the predetermined educational goals, and through the selection of educational content, educational methods, educational evaluation, education management and other educational means that are in line with the educational goals, and finally achieve the educational goals. A closed education system. This kind of system is referred to as the “five-in-one” creative education system.
The first is to build a target system. The purpose of creating education is to cultivate creative talents. The goal is to form a sense of creation, cultivate creative spirit, and improve creativity. Therefore, we separately refine the connotation of creative consciousness, creative spirit and creative ability: refine the "creative consciousness" into a psychology that does not satisfy the status quo, constantly pursue good wishes, and be accustomed to picky and skeptical habits; Refine the "creative spirit" into a lofty ambition, lasting perseverance, firm confidence, strong will, tenacious perseverance, perseverance, frustration, brave spirit of courage, critique of daring, and responsibility Spirit, etc.; refine "creative ability" into cognitive ability, thinking ability, and practical ability. We have further refined these three abilities, refining "cognitive ability" into concentration, observation, memory, imagination and information acquisition skills; refining "thinking ability" into logical thinking ability, divergent thinking ability, and image thinking Ability; refine "practical ability" into the design ability, drawing ability, tool use ability, article making ability, and experimental inspection ability required to complete a practical activity. These specific refinements constitute the target system for creating education.
The second is to build a content system. Educational content is set to serve educational goals. Focusing on the development goal of “developing the creative potential of primary and middle school students and cultivating the germ of creative talents”, we set out to create a creative education curriculum system that “long-term from the small to the high school for 12 years, and horizontally from five ways” . Five courses in the form of infiltration course, creative thinking course, creative technique course, creative activity course and environment creation course for creating education were designed. The subject infiltration course mainly penetrates the four aspects of creative education: 1 history of science and technology development; 2 creation examples; 3 personality characteristics and thinking characteristics of creative talents such as scientists, inventors and artists; 4 inquiry learning methods to guide students From a young age, we will use the scientific attitude and scientific spirit to treat learning problems, and use scientific ideas and scientific methods to solve learning problems. The creative thinking curriculum includes three aspects of content and requirements: 1 through the cross-training of forward thinking, reverse thinking, and lateral thinking to break the mindset, making thinking flexible and unique; 2 through divergent thinking, time-limited thinking Training to break the limits of thinking, making thinking multi-directional and fluent; 3 through the coordinated movement of hands and feet to develop left and right brain functions, so that logical thinking and image thinking. The creation technique course includes six aspects of teaching content: 1 cultivating curiosity and inquiry desire for science and technology; 2 selection methods for learning production tools; 3 selection method and invention techniques for learning invention topics; 4 learning basics for research learning Programs and scientific research methods; 5 learn a certain kind of industrial and agricultural products, from market research to design and development, and finally enter the basic process and basic methods of market application; 6 learn the knowledge of patent declaration, patent application and intellectual property protection. The creative activity curriculum includes five types of small-scale innovative experimental activities: 1 technology production activities; 2 scientific fantasy painting activities; 3 innovative program design activities; 4 technical invention activities; 5 writing scientific essay activities, we put these five types of small creative practice activities Referred to as the "five small" activities. The creation of environmental curriculum is an implicit curriculum, which includes four aspects of educational content and requirements: 1 creating a campus environment conducive to creative education, including outdoor slogans related to the creation of education, indoor celebrity quotes, school propaganda windows, school Reporting school journals, etc.; 2 providing conditions for invention and creation, including liberating students' time and space, opening functional classrooms, providing scientific and technological information, establishing practice bases inside and outside the school; 3 fostering the culture of invention and creation, including setting up "golden question mark mailbox" and "golden ideas" "Mailbox", published "Singular Wonders" and "Creating Budding" and other innovative works by teachers and students, and carried out single-item evaluation activities such as "The Great King", "Little Scientist" and "Little Inventor", and held the "Five Small" Achievements. Exhibitions and scientific seminars, etc.; 4 cultivate creative teachers and establish a democratic, equal and harmonious teacher-student relationship.
The third is to build a method system. We have chosen different educational methods and teaching methods according to the different curriculum forms and curriculum content in the creative education. In the subject infiltration course, we adhere to the teaching principle of “intentional, orderly, organic, and effective infiltration of creative education”, and the goal content of creative education involved in the textbook is used as a penetration point and integrated into the teaching objectives of various disciplines. In the content, teaching methods, classroom environment and after-school homework, and using inquiry learning to organize teaching. In the creative thinking course, the teaching method we use is to compile the relevant training content into training questions. We train 1-2 questions in the morning or afternoon before the class in one class, and practice for 5-10 minutes. Therefore, we put it again. Called intellectual softness. The so-called "soft exercise" refers to the invisible brain activity and the matching training of the visible fingers and left and right feet. Like the inter-class exercises, each person exercises once a day. The creation of technical courses is generally incorporated into local courses or school courses. The teaching method is a combination of technical and activity classes.
The fourth is to build an evaluation system. We pay great attention to innovation in evaluation thoughts and evaluation activities, and form an educational evaluation system that is conducive to the cultivation of creative talents. In the evaluation function, the single inspection and selection function is the combination of inspection, selection function and incentive, education and guiding function, so that students can show their talents in the evaluation activities, be encouraged, educated, and clarify their strengths and weaknesses. In the evaluation content, the single knowledge and skill test is a comprehensive evaluation including knowledge, creativity, creative thinking, creative character, especially the psychological quality and the potential of students. In the evaluation method, a single test based on subject knowledge is used for the diversity evaluation of the combination of knowledge examination, ability assessment and character inspection. The examination of serious and stressful examinations is a lively and pleasant display, and the examinations at the end of the period are focused on the process inspection and dispersion. examination. In the expression of the evaluation results, the small-scale reform of the national small reform is easy to evaluate the horizontal system. It is difficult to compare the horizontal system with the fine-level comparison. The student's performance notice expressed in the small-scale Chinese index is a report on the quality development status, and the innovation results are displayed. A record bag for reporting the situation, etc.
The fifth is to build a management system. We pay great attention to innovation in management thinking and management system, and form a management system that is conducive to the cultivation of creative talents. In the management thinking, the management of one-size-fits-all and step-by-step management is asynchronous hierarchical management. In the management method, the death of the system is changed to democratic open management, and the short-term effect is pursued in the management effect. The management of teachers emphasizes the examination of long-term teaching effects, including the study of students' learning adaptability and development potential, so that higher-level schools can evaluate students taught by lower-level schools and encourage teachers to develop students' potential. The management of students emphasizes liberating students in time and space, allowing students to participate in school management and managing themselves. The management of teaching settings emphasizes the learning services for students, and the functional classrooms such as the library, laboratory, and labor room increase the time for students to open. At the same time, the construction of practice bases inside and outside the school is strengthened, allowing students to participate in more practical activities inside and outside the school.
Third, grasp training, armed experimental backbone only creative teachers can better cultivate creative students. In the past nine years, our training of creative teachers has been uninterrupted. The first is to ask experts to help the training. The leaders and experts of the Provincial Institute of Education have repeatedly lectured on the methods of education and scientific research at Wuxue. The director of the Central Institute of Education, Wuhua, gave a lecture on innovative education, and was praised as the teacher of Li Huxi of Suhomlinski in China. The special guidance report, Mr. Hong Jingchun, the father of the invention of small inventions, gave a special report on how to guide the development of small invention activities for the science and technology counselors. The second is self-training. Members of the city's creative education research group hold various training courses, or patrol back to townships and municipal schools to give special lectures. We have held four training sessions for principals, three training sessions for science and technology counselors, and lectures for townships and towns. Fifteen times. The third is to send people to the field to participate in various training activities. We organized and participated in the training of young science and technology counselors, innovative education and training, organized visits to the National Youth Innovation Competition, etc., and organized various materials for each study abroad into “Creation Education Reference” or made CDs distributed to schools. Make everyone have the opportunity to learn.
IV. Grasping activities and conducting extensive experiments In order to encourage the majority of experimental researchers to continuously implement the research tasks of creating education, we promote research through activities and promote experiments with activities. We held a live observation study on the subject-infiltration creation education and creation technique teaching in Tianzhen Guoxiao, and held a live observation study activity in the Dafasi Middle School and Libian Guoxiao to guide students to carry out creative activities in the school. The seminar on the theory and practice of creative education in the city was held, and the city-wide creative education on-site observation and discussion activities were held in Huaqiao Middle School. In terms of the topic of infiltration and creation of education, in addition to the four classes of quality education, high-quality teaching plans, and high-quality activities program evaluation activities in the city, four small Chinese language learning and research collaborations were established. Every half month, an event is held. In terms of creative activities, the city held seven outstanding exhibitions of outstanding achievements in the “five small” activities of China's small creative education, and held three scientific seminars for primary and middle school students. On the basis of the city's exhibition evaluation, the outstanding achievements of the awards were reported to the province to participate in the National Youth Science and Technology Innovation Competition, and participated in the selection of the Elite Youth Invention Award and the Soong Ching Ling Children's Invention Award.
V. Grasping the atmosphere and establishing a long-term mechanism In order to carry out creative education research in depth, under the direct care of the leaders of the Municipal Education Commission, a series of systems and policies have been formulated, forming a good climate for creative education research. First of all, the city's creative education research team leader and the first batch of creative education experimental schools were identified, and the creation of educational research was clearly defined as the top-level project at all levels. The municipal research team is under the overall responsibility of the director of the education committee. The experimental group of the experimental school is responsible for the overall responsibility of the principal. The relevant leaders are required to clearly create the content, methods and steps of educational research, regularly study and create educational work, and solve the problems in the research in a timely manner. And the leaders of the Municipal Education Commission, the director of the Municipal Education Institute, and the heads of the first batch of experimental schools signed the three-party responsibility and reward and punishment contracts to ensure the implementation of various tasks in the creation of educational research. Second, implement a system of responsibility evaluation and assessment. Specific responsibilities and assessment criteria have been formulated for teaching and research personnel at all levels and experimental teachers. Each semester is assessed once, and its assessment results are an important basis for individual year-end assessment. In the comprehensive evaluation of the school-level level, the creation of educational research is an important evaluation content. There are requirements for creating educational research in student progression and teacher evaluation. Third, in order to encourage principals and teachers to actively carry out creative education research and experimentation, the Education Bureau has also specially raised the Wuxue City Education Research and Research Award Fund, in which the creation of educational research results is a key reward target.
6. Grasping results and forming educational characteristics Under the policy support and correct guidance of leaders and scientific research experts at all levels, after three years of hard work, we have constructed an experimental framework for creative education, and completed the creation of educational education in three years. The first round of experiments established a creative education system and achieved initial experimental experience and innovation.
First, an effective strategy to promote creative education experiments has been achieved. The first is to refine the specific strategy. We refine and concretize the most basic and important concepts, give them rich connotations, and carry out in-depth and concrete understanding of them; and gradually improve the goals, contents, methods, evaluation and management of creative education. To be as specific as possible to the operational level; to examine and learn the experimental activities, and to grasp the process guidance and link work. Second is the strategy of collaborative integration. We have established different forms of collaborative research, which are completed after the members of each collaborative body complete the research and experimental tasks. This kind of practice can not only integrate the power of research and experiment, but also integrate the research and experimental results, which greatly saves time for research and experiment. The third is an activity-driven strategy. In the research and experiment process, we continuously design and manufacture activities to promote the deepening of research and experimental activities. For example, we decompose the “five small” activities that are reviewed once a year into “Golden Question Mark” competition activities, “Golden Ideas” competition activities, “Golden Program” competition activities, “Gold Achievements” exhibition activities, and “Little Scientists”. The "small inventors", "small designers", "small painters", and "small expert" appraisal activities not only changed the past school's temporary coping, but also replaced the teachers, and also stimulated the students' creative enthusiasm and expanded. The students who created the activities participated in the process and guided the whole process of creating activities.
The second is to achieve the "five forces in one" promotion strategy. To promote creative education experiments, we must design a synergy. This synergy is synthesized by the following five forces. The first is internal motivation. It comes from the self-awareness and inner needs of the experimental staff. It comes from a deep understanding of the meaning and meaning of the creative education. It comes from the interest and hobby of the creative education experiment. The second is the adaptability. It comes from the experimenter. The grasp of the goal of creating education, the familiarity of the course content and the use of teaching methods come from the understanding of the creation of educational experimental design and the requirements of curriculum development; the third is the attraction, which comes from the superior level of creativity in the creation of educational experiments. Leadership comes from the preferential policies formulated for the creation of educational experiments, from the spiritual comfort and material rewards brought by the creation of educational experiments; the fourth is resistance, which comes from the resistance in the process of excluding the upper-level experiment, and excludes the experiment of creative education. The interference force reduces the risk of reform experiments; the fifth is external pressure, which comes from the hard requirements of the superiors and the institutional constraints of the units, and comes from the rigid management of the leader's objectives. We use this dynamic theory to take various measures to stimulate internal dynamics, improve resilience, enhance attractiveness, increase resistance and external pressure, and form a synergy to promote creative education experiments, referred to as “five forces in one”. Creative education promotion model.
Third, it has achieved fruitful results in the creation of educational research. In the teaching of the subject infiltration course, we have developed the "Introduction to the Subjects" and the "Infiltration Teaching Courses" in Chinese, Mathematics, and Nature; we have formed the "Exploratory Learning Research Collaboration" and seriously carried out research on experimental research. Formed the basic theory and teaching model group of inquiry learning. In the teaching experiment of creating thinking and creating techniques, we developed five versions of experimental textbooks, which were incorporated into the school curriculum and adhered to the experiment. In the teaching of the creation of activity courses, we let the “five small” activities into the classroom, formed the management experience of regular creation activities and the experimental practice of “five small” activities based on the juvenile academy. In terms of the creation of the creation environment, the Municipal Education Bureau not only lists the creative education as an important part of the characteristic education and basic education curriculum reform of Wuxue City, but also incorporates the experimental research of creative education and the achievements of student innovation practice into the evaluation of China's small comprehensive education level. The content of the indicators has been held for seven consecutive “five small” results exhibitions, and a total of 8122 innovative works by students have been exhibited. During the seven years from XX to XX, students from the city participated in the provincial and national youth science and technology innovation contest and the Yilida invention award and the Soong Ching Ling children's invention award. They won 18 national awards and 260 provincial awards. In the second year, he received the award from the national leaders at the Diaoyutai State Guesthouse and the Great Hall of the People. There are also a group of students whose inventions can declare national patents. In XX years, only 36 of the declaration activities organized by the city have obtained national patents. The city's creative education has aroused the attention and attention of the city's education department, the provincial science association, and the relevant state departments. The municipal government has handed over the "Proposal on the creation of a new education curriculum in China's small city" to relevant functions. Departmental processing. In order to persist in cultivating creative talents and carry out creative education experiments in an in-depth and sustained manner, the new leadership team of the Municipal Education Bureau strengthened the research strength of the Municipal Education Institute, improved the research conditions of the Municipal Education Institute, and asked us to summarize the first round of experiments. On the basis of this, we will organize the city's strength, develop and improve a series of courses that create education, and carry out the second round of experiments on creative education, so that creative education will truly become the city's characteristic education.
Creating educational research and experimentation is a long-term and complicated but very meaningful work. We will be guided by scientific attitude, persistent spirit, tenacity and vigorous vitality under the correct leadership and guidance of organizations at all levels. Carry out experiments in a solid manner and push the city's creative education research and experiment work to a new level.
I. Grasping the foundation and strengthening theoretical research In order to guide the city's creative education research in a timely and effective manner, the research group of the "Artificial Education Experimental Research" of the Municipal Institute of Education has continuously strengthened theoretical research. The first is to define the concepts of “creation” and “creation education” and form the conceptual system of creative education. Second is the establishment of the basic idea of creative education. The purpose of implementing creative education is to improve the level of education. Creating education not only “leads students to understand what the world looks like, but also educates students to recognize”, and “guides students to understand why the world is like this, educates students to think” and, more importantly, “guides”. Students explore how to transform the world and teach students to create, thus creating a large number of creative talents who can create a better future. Finally, a preliminary model for cultivating creative talents was established. We have carried out in-depth research on various external manifestations and personality characteristics of creative talents, especially creative consciousness, innovative spirit and creative ability, and continuously refined and summarized the basic characteristics of creative talents.
Second, grasp the design, build the experimental system. The creative education designed by the city is based on the predetermined educational goals, and through the selection of educational content, educational methods, educational evaluation, education management and other educational means that are in line with the educational goals, and finally achieve the educational goals. A closed education system. This kind of system is referred to as the “five-in-one” creative education system.
The first is to build a target system. The purpose of creating education is to cultivate creative talents. The goal is to form a sense of creation, cultivate creative spirit, and improve creativity. Therefore, we separately refine the connotation of creative consciousness, creative spirit and creative ability: refine the "creative consciousness" into a psychology that does not satisfy the status quo, constantly pursue good wishes, and be accustomed to picky and skeptical habits; Refine the "creative spirit" into a lofty ambition, lasting perseverance, firm confidence, strong will, tenacious perseverance, perseverance, frustration, brave spirit of courage, critique of daring, and responsibility Spirit, etc.; refine "creative ability" into cognitive ability, thinking ability, and practical ability. We have further refined these three abilities, refining "cognitive ability" into concentration, observation, memory, imagination and information acquisition skills; refining "thinking ability" into logical thinking ability, divergent thinking ability, and image thinking Ability; refine "practical ability" into the design ability, drawing ability, tool use ability, article making ability, and experimental inspection ability required to complete a practical activity. These specific refinements constitute the target system for creating education.
The second is to build a content system. Educational content is set to serve educational goals. Focusing on the development goal of “developing the creative potential of primary and middle school students and cultivating the germ of creative talents”, we set out to create a creative education curriculum system that “long-term from the small to the high school for 12 years, and horizontally from five ways” . Five courses in the form of infiltration course, creative thinking course, creative technique course, creative activity course and environment creation course for creating education were designed. The subject infiltration course mainly penetrates the four aspects of creative education: 1 history of science and technology development; 2 creation examples; 3 personality characteristics and thinking characteristics of creative talents such as scientists, inventors and artists; 4 inquiry learning methods to guide students From a young age, we will use the scientific attitude and scientific spirit to treat learning problems, and use scientific ideas and scientific methods to solve learning problems. The creative thinking curriculum includes three aspects of content and requirements: 1 through the cross-training of forward thinking, reverse thinking, and lateral thinking to break the mindset, making thinking flexible and unique; 2 through divergent thinking, time-limited thinking Training to break the limits of thinking, making thinking multi-directional and fluent; 3 through the coordinated movement of hands and feet to develop left and right brain functions, so that logical thinking and image thinking. The creation technique course includes six aspects of teaching content: 1 cultivating curiosity and inquiry desire for science and technology; 2 selection methods for learning production tools; 3 selection method and invention techniques for learning invention topics; 4 learning basics for research learning Programs and scientific research methods; 5 learn a certain kind of industrial and agricultural products, from market research to design and development, and finally enter the basic process and basic methods of market application; 6 learn the knowledge of patent declaration, patent application and intellectual property protection. The creative activity curriculum includes five types of small-scale innovative experimental activities: 1 technology production activities; 2 scientific fantasy painting activities; 3 innovative program design activities; 4 technical invention activities; 5 writing scientific essay activities, we put these five types of small creative practice activities Referred to as the "five small" activities. The creation of environmental curriculum is an implicit curriculum, which includes four aspects of educational content and requirements: 1 creating a campus environment conducive to creative education, including outdoor slogans related to the creation of education, indoor celebrity quotes, school propaganda windows, school Reporting school journals, etc.; 2 providing conditions for invention and creation, including liberating students' time and space, opening functional classrooms, providing scientific and technological information, establishing practice bases inside and outside the school; 3 fostering the culture of invention and creation, including setting up "golden question mark mailbox" and "golden ideas" "Mailbox", published "Singular Wonders" and "Creating Budding" and other innovative works by teachers and students, and carried out single-item evaluation activities such as "The Great King", "Little Scientist" and "Little Inventor", and held the "Five Small" Achievements. Exhibitions and scientific seminars, etc.; 4 cultivate creative teachers and establish a democratic, equal and harmonious teacher-student relationship.
The third is to build a method system. We have chosen different educational methods and teaching methods according to the different curriculum forms and curriculum content in the creative education. In the subject infiltration course, we adhere to the teaching principle of “intentional, orderly, organic, and effective infiltration of creative education”, and the goal content of creative education involved in the textbook is used as a penetration point and integrated into the teaching objectives of various disciplines. In the content, teaching methods, classroom environment and after-school homework, and using inquiry learning to organize teaching. In the creative thinking course, the teaching method we use is to compile the relevant training content into training questions. We train 1-2 questions in the morning or afternoon before the class in one class, and practice for 5-10 minutes. Therefore, we put it again. Called intellectual softness. The so-called "soft exercise" refers to the invisible brain activity and the matching training of the visible fingers and left and right feet. Like the inter-class exercises, each person exercises once a day. The creation of technical courses is generally incorporated into local courses or school courses. The teaching method is a combination of technical and activity classes.
The fourth is to build an evaluation system. We pay great attention to innovation in evaluation thoughts and evaluation activities, and form an educational evaluation system that is conducive to the cultivation of creative talents. In the evaluation function, the single inspection and selection function is the combination of inspection, selection function and incentive, education and guiding function, so that students can show their talents in the evaluation activities, be encouraged, educated, and clarify their strengths and weaknesses. In the evaluation content, the single knowledge and skill test is a comprehensive evaluation including knowledge, creativity, creative thinking, creative character, especially the psychological quality and the potential of students. In the evaluation method, a single test based on subject knowledge is used for the diversity evaluation of the combination of knowledge examination, ability assessment and character inspection. The examination of serious and stressful examinations is a lively and pleasant display, and the examinations at the end of the period are focused on the process inspection and dispersion. examination. In the expression of the evaluation results, the small-scale reform of the national small reform is easy to evaluate the horizontal system. It is difficult to compare the horizontal system with the fine-level comparison. The student's performance notice expressed in the small-scale Chinese index is a report on the quality development status, and the innovation results are displayed. A record bag for reporting the situation, etc.
The fifth is to build a management system. We pay great attention to innovation in management thinking and management system, and form a management system that is conducive to the cultivation of creative talents. In the management thinking, the management of one-size-fits-all and step-by-step management is asynchronous hierarchical management. In the management method, the death of the system is changed to democratic open management, and the short-term effect is pursued in the management effect. The management of teachers emphasizes the examination of long-term teaching effects, including the study of students' learning adaptability and development potential, so that higher-level schools can evaluate students taught by lower-level schools and encourage teachers to develop students' potential. The management of students emphasizes liberating students in time and space, allowing students to participate in school management and managing themselves. The management of teaching settings emphasizes the learning services for students, and the functional classrooms such as the library, laboratory, and labor room increase the time for students to open. At the same time, the construction of practice bases inside and outside the school is strengthened, allowing students to participate in more practical activities inside and outside the school.
Third, grasp training, armed experimental backbone only creative teachers can better cultivate creative students. In the past nine years, our training of creative teachers has been uninterrupted. The first is to ask experts to help the training. The leaders and experts of the Provincial Institute of Education have repeatedly lectured on the methods of education and scientific research at Wuxue. The director of the Central Institute of Education, Wuhua, gave a lecture on innovative education, and was praised as the teacher of Li Huxi of Suhomlinski in China. The special guidance report, Mr. Hong Jingchun, the father of the invention of small inventions, gave a special report on how to guide the development of small invention activities for the science and technology counselors. The second is self-training. Members of the city's creative education research group hold various training courses, or patrol back to townships and municipal schools to give special lectures. We have held four training sessions for principals, three training sessions for science and technology counselors, and lectures for townships and towns. Fifteen times. The third is to send people to the field to participate in various training activities. We organized and participated in the training of young science and technology counselors, innovative education and training, organized visits to the National Youth Innovation Competition, etc., and organized various materials for each study abroad into “Creation Education Reference” or made CDs distributed to schools. Make everyone have the opportunity to learn.
IV. Grasping activities and conducting extensive experiments In order to encourage the majority of experimental researchers to continuously implement the research tasks of creating education, we promote research through activities and promote experiments with activities. We held a live observation study on the subject-infiltration creation education and creation technique teaching in Tianzhen Guoxiao, and held a live observation study activity in the Dafasi Middle School and Libian Guoxiao to guide students to carry out creative activities in the school. The seminar on the theory and practice of creative education in the city was held, and the city-wide creative education on-site observation and discussion activities were held in Huaqiao Middle School. In terms of the topic of infiltration and creation of education, in addition to the four classes of quality education, high-quality teaching plans, and high-quality activities program evaluation activities in the city, four small Chinese language learning and research collaborations were established. Every half month, an event is held. In terms of creative activities, the city held seven outstanding exhibitions of outstanding achievements in the “five small” activities of China's small creative education, and held three scientific seminars for primary and middle school students. On the basis of the city's exhibition evaluation, the outstanding achievements of the awards were reported to the province to participate in the National Youth Science and Technology Innovation Competition, and participated in the selection of the Elite Youth Invention Award and the Soong Ching Ling Children's Invention Award.
V. Grasping the atmosphere and establishing a long-term mechanism In order to carry out creative education research in depth, under the direct care of the leaders of the Municipal Education Commission, a series of systems and policies have been formulated, forming a good climate for creative education research. First of all, the city's creative education research team leader and the first batch of creative education experimental schools were identified, and the creation of educational research was clearly defined as the top-level project at all levels. The municipal research team is under the overall responsibility of the director of the education committee. The experimental group of the experimental school is responsible for the overall responsibility of the principal. The relevant leaders are required to clearly create the content, methods and steps of educational research, regularly study and create educational work, and solve the problems in the research in a timely manner. And the leaders of the Municipal Education Commission, the director of the Municipal Education Institute, and the heads of the first batch of experimental schools signed the three-party responsibility and reward and punishment contracts to ensure the implementation of various tasks in the creation of educational research. Second, implement a system of responsibility evaluation and assessment. Specific responsibilities and assessment criteria have been formulated for teaching and research personnel at all levels and experimental teachers. Each semester is assessed once, and its assessment results are an important basis for individual year-end assessment. In the comprehensive evaluation of the school-level level, the creation of educational research is an important evaluation content. There are requirements for creating educational research in student progression and teacher evaluation. Third, in order to encourage principals and teachers to actively carry out creative education research and experimentation, the Education Bureau has also specially raised the Wuxue City Education Research and Research Award Fund, in which the creation of educational research results is a key reward target.
6. Grasping results and forming educational characteristics Under the policy support and correct guidance of leaders and scientific research experts at all levels, after three years of hard work, we have constructed an experimental framework for creative education, and completed the creation of educational education in three years. The first round of experiments established a creative education system and achieved initial experimental experience and innovation.
First, an effective strategy to promote creative education experiments has been achieved. The first is to refine the specific strategy. We refine and concretize the most basic and important concepts, give them rich connotations, and carry out in-depth and concrete understanding of them; and gradually improve the goals, contents, methods, evaluation and management of creative education. To be as specific as possible to the operational level; to examine and learn the experimental activities, and to grasp the process guidance and link work. Second is the strategy of collaborative integration. We have established different forms of collaborative research, which are completed after the members of each collaborative body complete the research and experimental tasks. This kind of practice can not only integrate the power of research and experiment, but also integrate the research and experimental results, which greatly saves time for research and experiment. The third is an activity-driven strategy. In the research and experiment process, we continuously design and manufacture activities to promote the deepening of research and experimental activities. For example, we decompose the “five small” activities that are reviewed once a year into “Golden Question Mark” competition activities, “Golden Ideas” competition activities, “Golden Program” competition activities, “Gold Achievements” exhibition activities, and “Little Scientists”. The "small inventors", "small designers", "small painters", and "small expert" appraisal activities not only changed the past school's temporary coping, but also replaced the teachers, and also stimulated the students' creative enthusiasm and expanded. The students who created the activities participated in the process and guided the whole process of creating activities.
The second is to achieve the "five forces in one" promotion strategy. To promote creative education experiments, we must design a synergy. This synergy is synthesized by the following five forces. The first is internal motivation. It comes from the self-awareness and inner needs of the experimental staff. It comes from a deep understanding of the meaning and meaning of the creative education. It comes from the interest and hobby of the creative education experiment. The second is the adaptability. It comes from the experimenter. The grasp of the goal of creating education, the familiarity of the course content and the use of teaching methods come from the understanding of the creation of educational experimental design and the requirements of curriculum development; the third is the attraction, which comes from the superior level of creativity in the creation of educational experiments. Leadership comes from the preferential policies formulated for the creation of educational experiments, from the spiritual comfort and material rewards brought by the creation of educational experiments; the fourth is resistance, which comes from the resistance in the process of excluding the upper-level experiment, and excludes the experiment of creative education. The interference force reduces the risk of reform experiments; the fifth is external pressure, which comes from the hard requirements of the superiors and the institutional constraints of the units, and comes from the rigid management of the leader's objectives. We use this dynamic theory to take various measures to stimulate internal dynamics, improve resilience, enhance attractiveness, increase resistance and external pressure, and form a synergy to promote creative education experiments, referred to as “five forces in one”. Creative education promotion model.
Third, it has achieved fruitful results in the creation of educational research. In the teaching of the subject infiltration course, we have developed the "Introduction to the Subjects" and the "Infiltration Teaching Courses" in Chinese, Mathematics, and Nature; we have formed the "Exploratory Learning Research Collaboration" and seriously carried out research on experimental research. Formed the basic theory and teaching model group of inquiry learning. In the teaching experiment of creating thinking and creating techniques, we developed five versions of experimental textbooks, which were incorporated into the school curriculum and adhered to the experiment. In the teaching of the creation of activity courses, we let the “five small” activities into the classroom, formed the management experience of regular creation activities and the experimental practice of “five small” activities based on the juvenile academy. In terms of the creation of the creation environment, the Municipal Education Bureau not only lists the creative education as an important part of the characteristic education and basic education curriculum reform of Wuxue City, but also incorporates the experimental research of creative education and the achievements of student innovation practice into the evaluation of China's small comprehensive education level. The content of the indicators has been held for seven consecutive “five small” results exhibitions, and a total of 8122 innovative works by students have been exhibited. During the seven years from XX to XX, students from the city participated in the provincial and national youth science and technology innovation contest and the Yilida invention award and the Soong Ching Ling children's invention award. They won 18 national awards and 260 provincial awards. In the second year, he received the award from the national leaders at the Diaoyutai State Guesthouse and the Great Hall of the People. There are also a group of students whose inventions can declare national patents. In XX years, only 36 of the declaration activities organized by the city have obtained national patents. The city's creative education has aroused the attention and attention of the city's education department, the provincial science association, and the relevant state departments. The municipal government has handed over the "Proposal on the creation of a new education curriculum in China's small city" to relevant functions. Departmental processing. In order to persist in cultivating creative talents and carry out creative education experiments in an in-depth and sustained manner, the new leadership team of the Municipal Education Bureau strengthened the research strength of the Municipal Education Institute, improved the research conditions of the Municipal Education Institute, and asked us to summarize the first round of experiments. On the basis of this, we will organize the city's strength, develop and improve a series of courses that create education, and carry out the second round of experiments on creative education, so that creative education will truly become the city's characteristic education.
Creating educational research and experimentation is a long-term and complicated but very meaningful work. We will be guided by scientific attitude, persistent spirit, tenacity and vigorous vitality under the correct leadership and guidance of organizations at all levels. Carry out experiments in a solid manner and push the city's creative education research and experiment work to a new level.
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