1. Under what background was school-based training proposed?
? School-based training? On March 27th, 2004, Vice Minister Yuan Guiren formally put forward the concept of ""at a training meeting. School-based research in Shaanxi Province began with the document "Opinions on Promoting School-based Research in Primary and Secondary Schools" issued by the Provincial Education Department on 20 10. The main purpose is to comprehensively improve the professional level of teachers and implement the Ministry of Education? Primary and secondary school teachers complete 360 hours of continuing education every five years? Balance basic education resources and promote the all-round development of education, teaching and curriculum reform in primary and secondary schools.
2. What's this? School-based training?
? School-based is school-based? Training? To realize the improvement of teachers themselves is to study, explore and reflect. Broadly speaking? Based on school, at school, for school? .
3. What are the basic principles of school-based research?
? For all employees, the overall promotion. School-based research must face all primary and secondary school teachers, arouse the enthusiasm and creativity of each teacher, pay attention to the professional growth of each teacher, and achieve full participation. City and county education administrative departments should make overall plans, make unified arrangements, shift the focus of school-based research within their respective jurisdictions, comprehensively carry out it in primary and secondary schools at all levels, and promote school-based research as a whole.
? Regional cooperation and resource sharing. On the basis of our school, advocate? Big school? Concept, in view of the fact that many rural schools are scattered, with few teachers and scattered high-quality resources, integrate regional resources, strengthen inter-school cooperation, build research alliances, creatively carry out school-based research activities, realize the enjoyment of high-quality resources and improve the quality and effect of research.
? School-oriented, highlighting characteristics. School-based research is a kind of research activity with the school as the basic unit, aiming at optimizing the structure of teachers, improving teachers' professional level and promoting the overall development of the school. We must base ourselves on the reality of the school and highlight our own school-running characteristics. It is necessary to combine school-based research with the teaching practice and the construction of teachers in our school, and strive to explore the research content, research methods, operation mechanism and management methods suitable for our school.
? Pay attention to the classroom and practical results. Classroom is the basic organizational form of school education and teaching, and it is the main position for teachers to teach and educate people. School-based research should be rooted in the classroom, based on improving teachers' classroom teaching ability, finding, studying and solving problems, improving classroom teaching effect, and promoting teachers' professional development by strengthening classroom quality evaluation. It is necessary to organically combine teaching and research activities, academic research and teacher training, promote teaching through research and training through research, and effectively improve the pertinence and effectiveness of school-based research.
4. How to understand the main ways of school-based research?
? Teaching reflection? Peer support? Professional leadership? It provides a path for school-based research from three different aspects, and also suggests three forces to promote teachers' professional growth? Teachers, teachers' groups and experts who give professional guidance. ? Practical reflection? It's a dialogue between the teacher and himself. Peer support? It's a dialogue between teachers and peers. Professional leadership? This is a dialogue between practice and theory. Through dialogue, teachers' professional growth is finally realized. In practice, only by giving full play to the role of teaching reflection, peer assistance and professional guidance, and paying attention to their integration and infiltration, can school-based research be fruitful.
5. What are the characteristics of school-based research?
? All-round. The main body is teachers, including school administrators and their assistants. The goal is full staff, full participation and overall promotion.
? Effectiveness. Close to the reality of the school, for the development of the school, based on teachers, based on the needs of teachers' professional development, and solving clear-cut problems, we can better promote the combination of educational theory and education and teaching practice.
? Have a definite aim. For the development of students, for the personal development of teachers and for the development of schools.
? Autonomy. The main body of school-based research is schools and teachers, who enjoy full autonomy in research and development. Be able to independently formulate and implement teaching and research training plans, independently select teaching and research training contents and resources, and independently formulate teachers' professional development plans.
? Flexibility. According to the reality of schools and teachers, school-based research has full flexibility in content setting, method determination, personnel combination and time arrangement, and the content, form, object and time and space of research are flexible.
6. What is the basic content of school-based research?
? Subject knowledge and teaching skills: the latest trends and achievements of subject teaching research: curriculum standards and teaching materials research; Design and realization of three-dimensional teaching objectives; Curriculum implementation and curriculum evaluation; Research and development of school-based curriculum; Basic organizational forms and strategies of classroom teaching; Classroom teaching design and case study; Theory and practice of inquiry learning and comprehensive practical activities.
? Teacher growth and professional development: education law and policy; Teachers' professional ethics; Teachers' professional ideals and professional development planning; Teachers' psychological adjustment and emotional adjustment; Modern educational theory; Education and teaching evaluation; Modern educational technology and its application; Educational research methods; Teaching art and teaching style, etc.
? Teaching management and school development: the concept and characteristics of running a school: the construction of school culture and the construction of study style, teaching style and study style; School development and teacher team construction planning; School-based training plan and scheme, etc.
? Class management and student growth: student growth and physical and mental development; Head teacher's work and class collective construction; Organization and management of class activities; The formation of a good teacher-student relationship; Students' ideological work and psychological consultation; Organization and management of team activities.
7. What are the basic ways of school-based research?
School-based research should be scientifically designed and flexibly used according to the research objectives, tasks and specific contents, combined with the actual situation of the region and the school. The basic types and methods are:
? Research methods based on classroom teaching: preparing lessons collectively; Demonstration and observation; Attend lectures and evaluate classes; Paganism is in the same class; Microteaching; Case analysis, etc.
? Research methods based on expert guidance: special lectures; Case review; Counseling and diagnosis; Exchange and discuss; Master studio, etc.
? Research methods based on peer assistance: taking the old with the new; Pairing and helping each other; Teaching and research activities; Special salon; Interest groups, etc.
? Training mode based on inter-school cooperation: counterpart teaching; Shadow training; Project cooperation; Base activities; Inter-school pairing; Regional alliances, etc.
? Research methods based on professional development: practical reflection: skill training; Teaching competition; Special topic (subject) research; Thesis writing, etc.
? Training methods based on network platform: campus website, special forum and theme space; Blog writing; QQ group communication, etc.
8. What is the basic process of school-based research?
? Ask questions. The fundamental purpose of school-based research is to solve the problems existing in the development of schools and teachers, then? Problem-centered? Start with the problem. Under the guidance of experts, we should diagnose the focus and generative problems in the development of schools and teachers, locate the pulse accurately and diagnose accurately.
? Target design. Design refers to the scheme, assumption, conception and planning to solve the problem. First, analyze the causes of the problems and collect the theoretical basis and practical cases to solve the problems; The second is to choose the main and key issues related to the construction of school characteristics, sustainable development and teachers' professional development; Third, put forward the theoretical hypothesis of studying and solving problems; The fourth is to formulate problems and study solutions to them; Fifth, formulate evaluation system and incentive mechanism; Sixth, we should constantly reflect on the intervention stage.
? Training movements. Action is the process of solving problems according to goals and tasks. Action means reform and progress, which is a process of growth and professional development. In action, the three elements of the school-based research system should be coordinated operation and optimized combination, learning for action, learning in action and learning by actors; Establish? Problems are topics, work is research, teachers are experts, and growth is achievement? The concept of training.
? Summarize in time. A planned, purposeful, content-oriented, organized, management-oriented, assessment-oriented and enlightening school-based research activity requires not only staged information collation and process description, but also process evaluation and approximate analysis of problem solving, as well as reflection and verification of regression practice, and adjustment or redesign of design scheme and theoretical hypothesis according to development situation.
9. What are the problems that are easy to appear in the initial stage of teachers' school-based research?
? Be swayed by considerations of gain and loss, and it is easy to be utilitarian. Professional titles are linked to wages, bonuses and benefits, and some teachers participate in training to lay the foundation for their professional title evaluation or evaluation. However, teachers' educational research is essential, and educational research is a very rigorous thing. If you only regard research as a tool of fame and fortune, you will be swayed by considerations of gain and loss and your work will become utilitarian.
? Poor management and lack of guidance. The headmaster's understanding is vague, so he should create excellence with his own characteristics. If he has a card, he will consider it. If he has no reputation, he will seek a sense of security. Has the school-based research been completed? It's important to say, but won't you do it? . I even think that training is the backbone work, which is irrelevant and hangs high. Lack of professional guidance, the training atmosphere is not strong, and training has become a straggler and a depression.
? The concept is outdated, and maintaining stability is light. Some teachers are content with the status quo, lack enterprising spirit, strive for progress steadily, do not think about change, lack the concept of innovation and difference, lack the Olympic spirit of dare to think, dare to do and dare to rush, and the education and teaching concept can not keep up with the high requirements of the new era.
10. What are the problems that teachers are prone to in school-based research?
? Expert theory: only expert guidance is the only one;
? Conditional theory: only when you leave the campus can you learn;
? Comparative theory: only experts can improve themselves;
? The theory of entering a higher school: only the high rate of entering a higher school is the level;
? Money theory: only investment can occupy resources;
? Shirking theory: Only when leaders attach importance to it can they grow.
1 1. Several problems that should be paid attention to in school-based research.
? Rather than across the board, all-round development, highlighting characteristics;
? Moreover, collective activities cannot replace personal reflection, and teachers' subjective initiative should be brought into play;
? Moreover, teaching and research can not replace training, so as to find a new way to improve teacher education in an all-round way;
? We should not pursue the enrollment rate instead of training, but promote the professional growth of teachers;
? Moreover, project research can not replace training, but should be promoted as a whole;
? And don't be eager for quick success, be persistent;
? And don't covet the ocean, but proceed from reality;
? And it is not a gust of wind, but a habit and a way of life.
12. What is the teacher's school-based training plan?
The annual school-based training plan for teachers includes objectives, tasks, measures and steps. Specifically, it includes teachers' vision of personal professional goals and expected achievements, and puts forward their own measures and implementation steps for tasks such as teachers' morality, education and teaching, teaching research, and resource development and utilization.
13. How do teachers make personal annual summary?
According to the annual plan and annual implementation, comprehensively summarize the ideological work, education and teaching, teaching research, resource development and utilization, especially in promoting their own professional growth. We should not only affirm the achievements, but also find out the shortcomings and put forward suggestions for future improvement.
14. What is teacher professional development?
Teachers' professional development refers to the process that teachers, as professionals, constantly develop and improve their professional ideas, professional knowledge and professional ability, that is, the process of teachers' individual professional development, the process of teachers' constantly accepting new knowledge and increasing their professional skills, and the process of teachers' professional ideals, professional ethics, professional feelings and social responsibility constantly maturing, perfecting and innovating.
15. What are the four stages of teachers' professional growth?
? Teaching novices who adapt to the running-in period (1-3 years) have initially formed their teaching practice ability, but they lack teaching experience.
? Experienced teachers who adapt to the development period (4-6 years) have strong educational and teaching practice ability and can better complete the educational and teaching tasks.
? Mature research teachers (7- 10 years) have the desire to further improve and develop, and their teaching ability and educational and scientific research ability develop in harmony.
? Expert teachers who reflect on the innovation period (10 years later) enter the exploration and creation period and form their own unique teaching style.
16. What is the basic content of teachers' professional development?
? Knowledge system: Professional knowledge is the basis of professional standards and an important part of professional structure. Teachers' professional knowledge includes general cultural knowledge, subject professional knowledge, education and teaching knowledge and teaching practice knowledge.
? Educational practical ability and educational scientific research ability: Educational practical ability is an important index to measure the level of teachers' professional ability, and it is the core content of professional ability, including expression ability, organization ability and subject teaching ability. The ability and level of scientific research embodies the close combination of educational practice and educational theory, which is the inevitable requirement of educational and teaching innovation for teachers' development and the basic guarantee for teachers' professional development.
? Positive emotion and noble personality: teachers' positive emotion and noble personality are important factors affecting the effect of education and teaching, and are the motive system of teachers' professional activities and behaviors. Will teachers' positive emotions come into being? Marion the pig? Effect, infect students. Teachers' rational personality will exert a subtle influence on students.
17. What are the basic ways for teachers' professional development?
? Lifelong learning? Prerequisites for teachers' professional development;
? Action research? Basic ways of teachers' professional development;
? Teaching reflection? The only way for teachers' professional growth;
? Peer support? Effective methods for teachers' professional growth;
? Professional leadership? An important condition for teachers' professional growth;
? Project research? Effective carrier of teachers' professional growth.
18. What is self-reflection?
1987 was proposed by Schon, USA? Teachers are practitioners of reflection? Slogan. 1989 Posner summarized it as? Growth = practice+reflection? . Self-reflection refers to teachers' re-understanding and reflection on education and teaching practice, so as to sum up experiences and lessons and further improve the level of education and teaching. That is, teachers take the initiative to learn from themselves. The essence of reflection is the dialogue between theory and practice, the bridge between them, and the spiritual exchange between ideal self and realistic self. Reflection is a process in which teachers take their own professional activities as the object of thinking, and examine and analyze their own behaviors in professional activities and the resulting results. Self-reflection is considered as the core factor of teachers' professional development.
19. What are the main ways of self-reflection?
? Teaching reflection. Classroom teaching is becoming more and more dynamic, and it is difficult to predict some unexpected problems or phenomena worth pondering before class. Preset? With what? A generation? It has gradually become the two focuses of classroom teaching. However, after-school lesson plans solve this problem well. After-class teaching plan is to record the classroom records in detail and in time, and constantly reflect and summarize some fragments and links, so as to foster strengths and avoid weaknesses and facilitate the improvement of teaching in the future.
? Reflection diary. At the end of the day's education and teaching work, employees should record their experiences and lessons in education and teaching practice in time, record the background, key points and effects of education and teaching, as well as the subsequent ideological understanding and emotional experience, record the problems found and the hypothetical solutions designed after reflection.
? Educational narrative. Practitioners will always encounter some unique events or feelings in their usual education and teaching, so you should record your thoughts and feelings in time. Writing educational narrative can be long or short, not necessarily long. After sorting, induction and processing, a little narrative accumulated in a semester or a school year is the school-based training collection.
? Observe and experience. Observing other people's open classes and demonstration classes, analyzing the reasons for others' success and failure, and reflecting on their own teaching behavior are important ways of teaching reflection. Because this can learn from other people's experience and lessons and avoid detours. This kind of reflection can free teachers from the self-enclosed state and let teachers reflect on themselves through the mirror. Many famous teachers often say their own? Famous teacher? I heard, in fact, it is the result of their reflection on other people's classrooms and borrowing the stones from other mountains.
20. What is peer assistance?
Peer assistance is sincere cooperation, exchange and enjoyment between teachers, and the essence is to establish teaching and research partners. Compared with expert guidance and self-reflection, peer assistance is the most difficult part of the three elements of school-based research. It is characterized by interaction, peer interaction and research in the form of teams through processing, transformation and promotion. Its basic forms are conversation, cooperation and help. The essence is the communication, interaction and cooperation between teachers as professionals, the cooperative culture of teachers' professional development, and the effective way to realize 1+ 1 >: 2. You can * * share your experience with others, or you can * * * discuss problems with others.
2 1. What are the types of peer support activities?
? Dialogue: exchange information, enjoy experience, have in-depth conversation, discussion and debate.
? Cooperation: Looking for partners and conducting a practical research.
? Help: refers to the backbone teachers who have rich teaching experience and teaching achievements to guide new teachers or teachers whose teaching ability needs to be improved.
22. What are the essence and main ways of vocational guidance?
? Rely on teachers to learn advanced teaching theories and apply them to reflective and interactive teaching and research activities. This is the only way for a teacher to become an educator from a teacher. Teachers' study habits are actually a kind of hidden professional guidance.
? Relying on the guidance of experts and scholars. Teachers can achieve real improvement through interaction with experts, real classroom, sincere participation, sincere communication and sincere discussion.
? On-site guidance of teaching and research personnel, face-to-face comments and guidance, and arrangements for teachers to participate in various teaching and research activities and training.
23. What are the specific forms of professional guidance?
? Consultation lecture. Give a special lecture or a series of lectures on classroom teaching, hold academic reports and theoretical study counseling lectures, interpret the standards and contents of the new curriculum, introduce the requirements of curriculum reform for teachers' literacy, and interact with teachers.
? Special conversation. One-on-one, face-to-face thematic talks. In view of the confusion in teachers' teaching, determine the topic of conversation and draw up the outline of conversation. In this process, teachers are guided to conduct self-analysis and evaluation, and teachers are encouraged to express their concerns and give targeted suggestions.
? Thematic discussion. Expatriate teaching backbones to attend academic conferences on various topics, and establish a team composed of backbone teachers? Pilot group? After internalizing ideas, spread new educational and teaching ideas to other teachers. ? Pilot group? Members and other teachers form a learning body, with new curriculum standards and new textbooks as the discussion content, focusing on solving the problems of combining new curriculum concepts with teaching practice, such as content analysis of new textbooks, selection and application of teaching methods, etc.
? On-site teaching guidance. Professional researchers' guidance on the teaching site. Professional researchers and teachers * * * prepare lessons (design), attend classes (observation) and evaluate classes (summary). The professional level of teachers has achieved a leap.
24. What are the basic requirements for observing the discussion class?
? Based on observation. Colleagues observe each other's teaching, mainly focusing on teacher-student behavior, classroom facts, phenomena, atmosphere and effects. Observers should write down all the information of the observed class, so that reflection can be based on fully and comprehensively grasping the classroom information.
? Teachers have cooperative discussions. The teachers who teach and observe are equal and opposite subjects, so we should fully respect and understand their respective situations, conditions, wishes and assumptions.
? Pay attention to students' learning achievements and insist on teaching with learning. It is to take students' learning activities and state as the focus of classroom observation and discussion, to teach by learning, to teach by learning, to teach by learning, to teach by learning, to observe teachers' teaching through students' learning maps, to test teaching by learning and to promote teaching by learning. In a sense, learning law teaching is the fundamental method and technology to promote the reform of teaching methods.
? Find a professional who is trusted by everyone among peer tutors. He can communicate well with others, is open-minded, and strives to improve his teaching skills. Responsible for caution and classroom innovation.
25. How to discuss in class?
The observation and discussion class takes the pre-class talk and discussion class as the starting point, the classroom observation as the basis, and the after-class discussion class and reflection and improvement as the core, which constitutes a complete observation and discussion class cycle.
? Speech and discussion before class. Compared with the existing activities of attending classes and evaluating classes, the discussion in class emphasizes the understanding of the teaching content and the significance of teaching activities, respects the teaching style, teaching pursuit and teaching characteristics of the teachers around certain themes, and emphasizes the communication and interaction between the teachers and the teachers attending classes before class.
? Classroom observation. In classroom observation, teachers are not pure bystanders, but active interveners and helpers. Me? Not only right? Classroom management behavior? And the effect of observation, but also to think for yourself? Comments and suggestions? .
? After-class reflection and recording. Advocating by observing discussion classes? Say what you have experienced, write down what you have discussed and work out what you think. ? Say it and write it down? It's a narrative study. Did it work? This is an action research. Reflection is first of all a question. We can fill in the relevant reflection records in the form of tables, or we can learn by narrating. Teaching design? Design intent? Class notes? Reflection after class? Discussion record? Improve your ideas? Think about it in other ways. In the process of writing teaching narrative, we can divide teaching segments, choose a certain teaching segment or teaching details to summarize, or choose related topics as needed, and concentrate similar and similar segments on teaching narrative.
26. What is a case study?
Case study is a learning method with teaching cases as the carrier and participants' analysis and discussion of cases as the main form. The goal of case study is to gain an understanding of the stories, puzzles and solutions in the case, and to form the professional ability to solve the corresponding problems.
27. What are the links in organizing case study?
Organizing case studies and discussions generally includes the following links: First, case preparation, and finding (or making) case materials that highlight the research theme. The second is discussion preparation, including organizing discussion members, arranging discussion activities, explaining discussion topics, and using relevant learning materials. The third is to observe the case. The fourth is to discuss the case. The fifth is to review and summarize the training activities, study and interpret related topics, or lead to new problems that need to be studied.
28. What are the methods of case study?
? View active objects. Teaching teacher's perspective. What's his problem? How did this problem come about? What might he want to do after the problem arises? What did he actually do? Why did he do it? Did his activities bear fruit? What kind of value does the coach pursue in the whole activity? Wait a minute.
? Look at the expression object. The perspective of case author and provider. Why did he choose this case? What's he trying to tell us? How did he choose and organize this case? Wait a minute.
? From your own point of view. Have I ever encountered such a problem? How did I handle it? What is the difference? Besides what the teacher did and experienced in the case, what else can he do? What should I do? Wait a minute.
29. What is collective lesson preparation?
Prepare lessons collectively, solve teaching design problems by sharing teaching design, and promote teachers' professional development. As an effective practical training method, this idea is to organize teachers to design, discuss and improve teaching around a unit or a class through division of tasks, learn teaching design in practice and discussion activities, and improve the teaching design ability of collective members.
30. What are the basic processes of collective lesson preparation?
? Division of tasks. Collective lesson preparation requires all participants to take responsibility, and to improve the work quality of task-bearers, one is to establish a certain mechanism to strengthen the responsibility of task-bearers and improve the enthusiasm and initiative of individual work; Second, it is necessary to clarify the task quality standards to avoid irresponsible and perfunctory task bearers.
? Personal creation. The main task of personal creation is to put forward opinions and suggestions on how to understand the teaching content, how to develop and utilize the related teaching resources, and how to organize and implement the teaching on the basis of in-depth study and understanding of the teaching content, thorough understanding of the teaching materials and extensive collection of related resources, and carefully prepare the curriculum resources of the related teaching content.
? Collective discussion. The operation links include: first, the teacher who undertakes the task tells other teachers his understanding of teaching objectives and contents, his views on teaching methods, teaching process and teaching environment, and introduces the relevant resources he has dabbled in and prepared for this purpose. The second is to accept questions from other members on relevant content and topics. The third is to participate in the dialogue and discussion between teachers on this task, and collide with each other in thinking, so as to improve the design scheme and make it a collective wisdom achievement shared by members.
? Personalized processing. The collective achievement ultimately needs to be realized by individuals, and the final personalized treatment aims to make the design more suitable for their own students and their own teaching style.
? Revise and improve after teaching. The revision and improvement after teaching is a kind of collective reflection and promotion, which is conducive to promoting the evaluation of teachers, thus improving the quality of teaching design and making the revised and improved scheme an effective reference for future design.