How to write the theme scheme of kindergarten-based training and design the teaching and research activity scheme Zhang Huifang I. The background of kindergarten-based training-teachers' professional development 1, teachers' specialization and teachers' professional development from "bookseller" to "teaching artist" professional training apprentices to a professional teacher education-from seeking professional status to pursuing professional development. The majority of front-line teachers accept the possibility of transforming the concept of specialization into the difficult concept of practice: "The so-called' concept' refers to the concept of rational field, and the concept of' pure rationality' is also derived from. And how much leisure time do principals and teachers have for this kind of thinking about the possibility of transcending experience? " In fact, the class teacher just selects some interesting slogans from popular slogans as dogmas or labels, which are often not worthy of the name and divorced from reality. (Chen Guisheng) The right to speak of ideas: the explanation of experts-the understanding of advanced teachers-the dialogue between practical experts and teachers-the conscious behavior of suitability belief (2) The blindness of educational behavior, the uselessness of case analysis, the unworkable teaching reflection, the production of learning tools, the pursuit of expressing value, the construction of environmental corners with formalism as the theme, and the confusion or dichotomy of game activities are difficult to judge by the value of collective teaching activities:/ External connections that stop at high and low structural activities. 2. The performance value of pursuing children is greater than the development value. 3. Set the value embodiment of collective teaching with the expression form of activities: the internal connection between high and low structure activities-solving the problems caused by low structure activities-improving the performance experience in low structure activities and establishing the experience connection for children. Continuation-analyzing what children already know, what they don't know and what they may know from the teaching content, and evaluating children's development for teaching-Problems existing in environment creation under the theme background before, during and after teaching (purposeful conversation and observation): All the formalistic expression activities serving the theme have become theme artists and construction activities, and a large number of learning materials that children can't participate in to achieve the same goal have become meaningful. Links to knowledge and experience in various fields) There are special experiences related to the theme, and there are also different themes. * * * The materials involved in the basic experience activity area are sometimes related to the theme and sometimes irrelevant. If children show experiences related to the theme they are experiencing, it is natural integration, and if they show experiences related to non-themes, it should also be meaningful. Problems in the functional orientation of corner activities: having an activity area reduces the limited freedom given to children in the game area and confuses the meaning of high-low structure activities. Functional orientation of corner activities: should it be learning or playing-it depends on whether all your courses are objectively learning or playing-it depends on the structural degree of materials to test the gameplay of your corner activities? Substitution: dress up the material as something else. Specific exploration: