First, the status quo and analysis: \ x0d \ x0d \ Under the background of the new curriculum, school-based research is an effective teacher training method that can make full use of all the education and teaching resources in our school and promote the transformation of a group of ordinary teachers in our school into scholar-type teachers and education expert teachers. School-based research has attracted more and more attention and become the core element of the development of educational connotation in the new period. However, what is the current situation of school-based research? Does school-based research really play its due role? To this end, we specially conducted a survey of teachers in our school. On the basis of questionnaire survey and interview, through analysis, comparison and induction, the following understanding of the present situation of school-based research activities in our school is formed: \ x0d \ 1. Most teachers welcome collective research activities and expert guidance, but still think that communication at any time is more effective than regular teaching and research activities. \x0d\ We conducted a questionnaire survey on what teachers think is the form of "effective teaching and research activities". The results show that 98.2% teachers think that collective discussion is more effective, and 96.6% teachers think that "discussion with expert guidance is more effective". We also made a significant analysis of the differences in the questionnaire results of teachers of different teaching ages in the whole school, and found that the differences were not obvious, that is to say, teachers of different teaching ages had higher recognition of the above conclusions. \x0d\ However, teachers' satisfaction with the current routine collective teaching and research activities seems to be unsatisfactory (see figure 1): 27.6% of teachers think it is very rewarding, 39.7% think it is relatively rewarding, 25.9% think it is slightly rewarding, and 6.8% think it is relatively disappointing. At the same time, all teachers agree that "communication between colleagues at any time" is more effective than "regular activities of teaching and research groups" \x0d\x0d\ Figure 1 How satisfied are you with the collective teaching and research activities \ x0d \ Why do teachers welcome the collective teaching and research activities and feel dissatisfied? What are the main problems in school-based teaching and research activities? \ x0d \ 2。 "Lack of theme and pertinence" is a prominent problem in current school-based teaching and research activities. \x0d\ In order to try to evaluate what "outstanding problems in current school-based teaching and research activities" are in teachers' minds, we interviewed teachers in advance, and summarized five choices according to the interview results: A, more tasks, less in-depth discussion, B, poor pertinence of activities, C, lack of clear research objectives in class, D, lack of themes in activities, and a gap between theoretical study and teaching practice. Ask the teacher to choose two outstanding options. The results are as follows: (Figure 2) \ x0d \ x0d \ Description: \x0d\a, more tasks, less in-depth discussion; \x0d\b, the activity is poorly targeted; \x0d\c, lack of clear research objectives; \x0d\d, the activity lacks a theme; \x0d\e, theoretical study is far from teaching practice. \x0d\\x0d\ Figure 2 \x0d\ Statistical results show that the lack of theme and pertinence is a prominent problem in school-based teaching and research in teachers' minds. In an interview with a teacher, he pointedly pointed out: "Teacher training, teaching and research activities and subject research in the school go their own way. Research belongs to research, activities belong to activities, training belongs to training, and there is no effective integration. Not only did it fail to achieve the expected results, but it also added a heavy workload to teachers. "It seems that the current school teaching and research group has not yet become the same subject of group and cooperative research. School-based research is divorced from the development needs of teachers and there is still a big gap with the requirements of curriculum reform. \ x0d \ 3。 The process of school-based teaching and research activities needs to be further changed. \x0d\ When asked about the teaching and research activities in our school, a famous teacher at the municipal level said this: Open class discussion activities are the main form of teaching and research activities, but quite a few activities are not strong enough to carry out substantive discussions, and teachers' comments are just empty talk. More teachers can't touch the essence of the problem because they don't think deeply. Some teachers think that their professional level has not reached a certain level, and they dare not express their true views, which leads to the status quo that teaching and research activities are still dominated by backbone teachers and other teachers occasionally participate. Such training activities are naturally not helpful to improve teachers' teaching ability. Therefore, how to stimulate teachers' internal needs, improve the depth and breadth of teachers' participation in research activities, and solve teachers' lack of habit and ability to open themselves, listen to responses and refute arguments needs our attention and solution. Faced with the conflict between the traditional training mode and the requirements of teachers' professional development, the urgent need of school development for high-level teachers and the different needs of teachers' professional development at different levels, we put forward a new school-based training mode that teachers can actively participate according to different goals and promote teachers' independent growth-hierarchical school-based training. In this new model, we expect to fundamentally change the passive position of teachers in training, highlight each teacher's independent learning and development, provide teachers with a favorable environment for independent choice, independent reflection, independent construction and sustainable development, let teachers enter learning and research activities with their original knowledge background, educational and teaching experience and understanding, and integrate theoretical learning, teaching practice and teaching research through their own active activities to realize the development of teachers' potential. So as to strengthen the development of school-based talent resources and provide high-quality educational talent resources for promoting research-oriented schools and implementing curriculum reform in depth. \ x0d \ x0d \ II。 Stratified school-based research strategy: \ \x0d\ \x0d\ 1. +0. Stratification strategy-people-oriented, meeting demand and dynamic change. Facts have proved that different teachers are bound to have great differences in teaching basic skills, teaching skills, teaching personality and professional development needs. Even the same teacher, in different growth periods, his teaching skills, teaching style and development needs will certainly be very different. Therefore, it is the premise and key to implement hierarchical school-based research to find out the professional starting point of each teacher, rationally stratify teachers' groups and form different research teams. Therefore, we investigated and analyzed all the teachers in the school by means of questionnaires and interviews. On the basis of investigation and analysis, teachers with similar teaching skills and development needs will be formed into training teams. Of course, the formation of the team should be adjusted at any time according to the constant changes of teachers' professional level and growth needs, which is dynamic. Although the method of stratification is flexible and needs to be carried out according to the actual situation of the school, from the school-based point of view, we still firmly grasp the main line to implement stratification: \x0d\ (1) Divide teachers into new teachers, young teachers and middle-aged and elderly teachers according to their age. \x0d\( 1) New teacher: a teacher who has been teaching for 1-3 years and just stepped onto the podium. In the first academic year, trainee teachers are required to enter the role of teachers as soon as possible and basically adapt to education and teaching posts; The second academic year requires familiarity with curriculum standards and concepts and skillful use of some basic teaching methods; In the third academic year, it is required to learn the methods of teaching and scientific research and skillfully use modern information technology to implement education and teaching. \x0d\(2) Young teachers: teachers who have been teaching for 5-20 years, integrate daily teaching with teaching research and teachers' professional growth, and form a professional lifestyle of working under research. Let learning, research, practice, reflection, cooperation, * * * enjoyment, innovation and so on. Become the goal and behavior mode that teachers actively pursue. \x0d\(3) Middle-aged and elderly teachers: refer to teachers who have worked for more than 20 years and have rich teaching experience. On the one hand, encourage them to explore and summarize their excellent and valuable experiences as school resources and set an example for young teachers; On the other hand, guide them to constantly update their educational concepts and innovate and improve. Through training, guide middle-aged and old teachers to firmly establish the concept of "lifelong learning", so that they have a higher awareness of education and teaching reform, a stronger ability of education and teaching, and a good ability of cooperation, guidance, demonstration and radiation. \x0d\ (2) According to teaching skills, it is divided into novice teachers, experienced teachers, backbone teachers and famous teachers. \x0d\( 1) Novice teacher: refers to the knowledge obtained from indirect book knowledge, and the grasp of these declarative knowledge is abstract and lacks the support of concrete examples. Teachers with relatively low teaching skills, through training, basically master the laws of education and teaching, have strong classroom teaching control ability and class management level, and are among the best among similar teachers in various schools. \x0d\(2) Experienced teacher: refers to a teacher who is relatively rich in teaching experience and skilled in using teaching skills, but still cannot surpass the teaching materials. Through training, under the guidance of advanced education and teaching concepts, we will constantly improve our professional quality in the process of teaching research and reflection, and strive to become a school-level teacher. \x0d\(3) Backbone teachers: refer to those teachers who have initially formed their own teaching style and have their own unique views on the handling of teaching materials, but because of the lack of depth in teaching theory, there has been a "platform period" in the process of teachers' professional growth. Through training, teachers' professional knowledge and academic level, teaching ability and educational research ability have been greatly improved, and the ability and level of implementing quality education have been improved and played a role. Strive to become a famous teacher at or above the municipal level in Haining, and strive to improve the grade of famous teachers. \x0d\(4) Famous teacher: A teacher who can not only reflect on his own educational experience and teaching strategies, but also has a distinctive teaching style and teaching personality. Through training, let him constantly sum up the experience of popularizing education and teaching, strive to obtain a higher level of professional titles and titles, and become an expert teacher. \x0d\ (3) According to the training team, it is divided into research group, teaching and research group and grade group. \x0d\( 1) research group: research activities are based on the reality of teaching and education, and research topics are extracted from daily problems. Team training should be effective, scientific and forward-looking. With the guidance of experts and the help of peers, the members of the research group can master the research methods and means, understand the general research process, and consciously carry out research on issues of concern in practical work, and develop good research awareness and ability. \x0d\(2) Teaching and research group: The purpose of research activities is to comprehensively implement the education policy in a larger scope, improve the quality of education, organize teachers in this group to study educational theory, conduct teaching research, conduct teaching reform experiments, discover, summarize and popularize advanced experience, improve teachers' quality, and lead the way for educational transformation. Generally speaking, we should base ourselves on disciplines, face teaching materials, face teaching reform, face students, and highlight pertinence and times. \x0d\(3) Grade group: The training activities focus on moral education and the implementation of the work of the class teacher, carry out relevant theoretical and practical research, and pay attention to psychological health counseling for students. \x0d\ By making grading standards and determining the research focus, each teacher can find his own suitable position, realize his professional status, and clarify the future work and development direction of the team and individual, and naturally form different research teams to lay the foundation for the development of school-based research activities at different levels. \ x0d \ 2。 Stratified training strategy-teamwork, multi-influence, and strive for practical results. \x0d\ Ideally, hierarchical research activities should be: establishing multi-level research teams in schools, and all teachers actively participate in team research activities that vary from person to person. In the research activities, the concepts of "school-oriented", "teachers are researchers" and "improving self-cultivation" are highlighted. The research team has strong cohesion, teachers are willing to carry out research on "problems existing in their own teaching", have a strong sense of self-reflection and teamwork, and can fully mobilize and integrate all educational resources of the school to carry out research activities. Faced with this vision, we have made many positive attempts, expecting to approach or achieve the ideal effect. According to the requirements of the new curriculum, following the principle of "jumping to pick peaches", we have determined different research priorities for teachers and teams at different levels, defined different research strategies, and carried out targeted research activities needed by teachers. \x0d\( 1) Teacher training strategies of different ages-leading, helping and guiding \x0d\ new teacher training-teaching system. For new teachers who have been teaching for 1-3 years, most of their knowledge comes from books, and their grasp of knowledge is abstract, lacking concrete examples to support them, and their teaching skills are relatively low. The school provides them with guidance from class management and subject teaching. In terms of subject teaching, new teachers have clear regulations on the study of "new curriculum standard" and "teaching routine", the compilation of teaching plans, the correction of homework, the compilation of test papers, the attendance of lectures and the opening of classes. At the end of the term, carefully write the teacher's learning experience, and the teacher will give an evaluation. The evaluation results will be included in the new teachers' business growth files. Instructors are required to make a targeted analysis of the apprentice after each demonstration class, focusing on the application of the demonstration teacher's teaching skills in classroom teaching, and then imitate the classroom to improve their teaching skills through observation, reflection and practice. At the same time, the school guidance office holds a teaching competition for new teachers every year, providing them with a platform to show and communicate, forcing them to quickly master new teaching concepts, teaching skills and teaching methods and develop into competent teachers as soon as possible. \x0d\ Training assistance system for young teachers. For young teachers who have worked for 5-20 years, these teachers are relatively rich in teaching experience and skilled in using teaching skills, but they can't go beyond the actual situation of teaching materials. The school fully implements the supplementary teaching system, which is mainly to give full play to the strength of the teaching and research group and the lesson preparation group, to train and guide the young backbone teachers in the group, and to achieve "five together": to analyze the teaching materials together, to grasp the difficulties and key points of the teaching materials together, to design teaching plans together, to attend lectures and evaluate lessons together, and to lead the professional ability of education and teaching together. At the same time, they are constantly guided to reflect on their classroom teaching strategies, write their own teaching experience, and deeply analyze the implementation requirements of various strategies. Under the guidance of educational concepts, they can be promoted in the process of teaching, research and reflection. At the same time, they are regularly organized to carry out classroom teaching exhibitions of on-campus lecture competitions and off-campus teaching exchanges, so that they can improve themselves through repeated polishing, communication and reflection. \x0d\ Training-tutoring system for middle-aged and elderly teachers. For elderly teachers, they have rich experience in education and teaching, but they are relatively slow to absorb new teaching ideas and new things. Give full play to their strengths, actively guide them to make suggestions for the reform and development of school teaching, consciously impart educational and teaching experience to young teachers, and try to keep up with the pace of young teachers in the transformation of teaching concepts and teaching behaviors so as not to fall behind. The school regularly holds seminars for middle-aged and elderly teachers and conducts teaching "evergreen tree" selection activities. Guide the healthy growth of young teachers with the tireless professionalism of middle-aged and elderly teachers. \x0d\(2) Training strategies for teachers with different teaching skills-leading, helping, guiding and thinking \x0d\ According to different teaching skills, we divide teachers into novice teachers, experienced teachers, backbone teachers and famous teachers. For the construction of teachers at different levels, we have an administrative leader who is responsible for organizing training activities on a regular basis according to the requirements of the school management measures and the annual school-based training plan. \x0d\ The training activities of novice and experienced teachers are integrated with the training activities of teachers of different ages, and the strategies of teaching system and auxiliary system are adopted respectively. At the same time, they are required to make personal five-year talent plans, which will be implemented every year. The school urges them to complete each stage and to develop into backbones and famous teachers as soon as possible. \x0d\ backbone teacher training-counseling. For backbone teachers, it is required to build a brand, based on the principle of "fair selection and talent selection", select the best, implement the tutor teaching system, designate teaching and research personnel and famous teachers with excellent school spirit, excellent teaching business and strong teaching and scientific research ability, and carefully guide and train young backbone teachers in all directions. The training place is located in the classroom, and the discussion is carried out while teaching. At the same time, vigorously create a good campus culture, and give full play to the positive role of key teachers by establishing workshops and research centers for famous teachers in schools, so that key teachers can be trained and improved as never before, and promote them to grow into famous teachers as soon as possible. \x0d\ Training of famous teachers-reflection and promotion. For famous teachers who have distinct teaching styles and teaching personalities, it is necessary to sum up and improve their personalized educational experience and rationally reflect on the universal laws of education and teaching activities. The school creates conditions for them. By encouraging them to publish their own albums, they promote their experience, constantly improve their popularity and promote their development to special-grade teachers. \x0d\(3) Training strategies of different teams-focusing on process, highlighting integration, and building culture \x0d\ For teaching and research groups, research groups and grade groups with different organizational forms, we pay attention to process, highlighting integration, organically combine thematic teaching and research activities with "small topic" inquiry teaching and research activities (Figure 3), and carry out topic training and research activities. Learning activities such as theoretical study, practical reflection, professional guidance and formative evaluation have consolidated the process of activities and promoted the further improvement of research results. At the same time, strive to create a team training culture. According to the common vision of the development of members in the group, each training team put forward its own development slogan and formed its own training system. Training activities can be carried out independently at a fixed time and place every week. After two years of practice, I have accumulated a lot of valuable first-hand materials such as theoretical materials, lessons, cases and papers. At the same time, the school set up an information platform to realize the sharing of resources, open up a campus network information exchange platform, and timely transmit teachers' personal learning experience, case design and teaching reform information to every teacher in the school, establish a school information sharing system, and realize the sharing of educational resources. Each grade group also regularly carries out work exchanges and discussions between class teachers and moral education counselors to continuously improve the management ability of classes and students.