How to strengthen and motivate teachers' teaching and research to make more pragmatic and effective

Establishing a practical and effective school-based teaching and research system to promote teachers' professional growth?

Today, with the deepening of education reform, "school-based teaching and research" and "teacher professional development" have become two important components of school construction and a driving factor for school development.

The Notice of the Ministry of Education on the Requirements for the Experimental Work of Compulsory Education Curriculum in 2003 explicitly requires that the construction of a school-based teaching and research system should be actively promoted, which is a realistic requirement and an urgent task for the development of schools and the professional growth of teachers, and is also the direction and key point of deepening the reform of teaching and learning. As a new educational concept for the reform and development of school education in the new century, "school-based teaching and research" has been an important development direction for education reform in recent years. And teacher specialization has become a significant trend of the times and the inevitable requirements of educational reform.

The Ministry of Education's repositioning of the school-based teaching and research system is a bottom-up system innovation after re-examining the shortcomings of our traditional teaching and research system, which will provide teachers with a rare opportunity to grow professionally and add unlimited power. As far as the school is concerned, from a practical point of view, the reconstruction of the school-based teaching and research system has become an effective way to develop the school and promote the professional growth of teachers.

I. Combined with the actual situation, reflecting on the existing teaching and research system, looking for defects in the system and mechanism.

The previous system of teaching and research in the implementation of the national curriculum plan, strengthen the management of teaching and learning operations, carry out research on teaching and learning, and improve the operational capacity of teachers has played an important role. However, there are also many problems, such as the management of the existence of "goodwill suppression", guidance in the existence of "absolute authority", research in the existence of "quick success and quick profit", etc., which led to the traditional teaching and research system as a whole with the professional growth of teachers. These problems have led to a great contradiction between the traditional teaching and research system as a whole and the needs of teachers' professional growth, revealing many shortcomings.

First, the school teaching and research administrative department unified arrangements, teachers carry out the work of teaching and research in a step-by-step manner, teachers lack of subjective thinking and subjective initiative, and the real implementation of the theory to the practice of the demand can not get more attention and stretch, the teachers of the process of teaching and research attention is also a lack of flexibility and sensitivity, and the actual teaching of the teachers and the demand for professional growth. The teacher's attention to the process of teaching and research also lacks flexibility and sensitivity, and is decoupled from the actual teaching and professional growth needs of teachers.

Secondly, at the school level, there is a lack of a sound theoretical learning system. Theoretical learning and guidance is an effective guarantee to promote teachers' professional development, while a solid and effective learning system is a guarantee to make such learning and guidance scientific, standardized and normalized.

Third, at the teacher level, there is still a relative lack of personal construction of basic teaching theories. Especially since the implementation of the new curriculum reform, new teaching concepts have had a great impact on traditional teaching practices, and teachers who lack basic theoretical constructs are no longer able to adapt to the needs of the new situation.?

Fourth, a healthy system of dialogic exchange has not been established. Educational changes have added a lot of confusion and psychological pressure to teachers, and there is still a lack of regular and healthy exchange of information, experience***sharing and in-depth talks between leaders, experts and teachers, as well as between teachers and teachers.

Fifth, the school lacks a perfect teaching and research system and incentive mechanism. It causes confusion in the status quo of teaching and research and impatience of teachers. Teachers lack of enthusiasm for teaching research and depth of thinking, the vast majority of teachers passive participation, teaching and research activities lack of planning, cascading, temporary organization, in form.

Second, based on the school-based, teaching and research system to rebuild, effectively promote the professional growth of teachers.

In the school-based construction of many strategies, school-based teaching and research is the starting point, school-based training is the intermediary, the development of school-based curriculum is the starting point, the school-based management throughout the penetration of which, the role of coordination and organization. If any of the above strategies is left out, it will be defective and lead to the overall function cannot be effectively played and the efficiency is low. Therefore, the school-based teaching and research work into the school-based management process, so that the school-based teaching and research in the school-based construction process to play a constructive role in order to promote the development of the school. At the same time, effective school-based training promotes the improvement of teachers' professional knowledge and skills, and in a timely manner, the results obtained from school-based teaching and research in the area of curriculum construction are recorded and organized in the form of a school-based curriculum, which is applied, adjusted and deepened in practice.

Establishing a sound hierarchical management organization to provide organizational guarantee for the implementation and execution of the school-based teaching and research system. In the hierarchical management, we have established a "Principal's Office - Teaching Office - Teaching and Research Group" three-tier management network, with clear tasks and responsibilities, and formulated corresponding special teaching and research We have established a three-tier management network, "Principal's Office - Teaching Office - Teaching and Research Group". The principal's office is mainly responsible for supervising and guiding, and providing directional advice; the teaching office carefully grasps the school's macro-opinions, formulates plans, and implements further guidance, coordination, and checking, and each teaching and research group organizes the teachers of the section to carry out specific implementation.

Development of near-term, medium-term and long-term teaching and research planning.

Development of scientific school-based teaching and research planning, implementation of the overall strategy, long-term strategy, can effectively avoid the blindness of the construction of the system and the direction of deviation. In view of the actual situation of our school, our school has carefully formulated the teaching and research planning for the past six years:

Recently (2005.9-2006.8): to establish a pragmatic and effective school-based teaching and research system, to carry out solid teaching and research activities, and to promote the improvement of the comprehensive level of teachers' teaching, teaching and research.

Medium-term (2006.9-2008.8): Strengthening the lively and personalized construction of teaching and research groups, exploring the direction and basic mode of school-based research in the disciplines; promoting the development of teachers' professional development to a higher level; and advancing the research of problems at the school level into topics.

Far-term (2008.9-2010.8): to formulate the direction and basic mode of subject-based research; to further promote the professional development of teachers, and to build a learning and research-oriented team of teachers.

4. Strengthening system construction, establishing incentives, and guaranteeing the implementation of funding.

From the practical point of view, in order to solve the problems of teaching and promote the professional development of teachers as a starting point, in order to strengthen the construction of the section and improve the quality of teaching for the purpose of developing a more complete routine system and the rewards and punishments. Such as "teaching and research group activities system", "teacher training system", "teacher learning system", "subject declaration system", "teaching and research work assessment regulations" and so on.

For example, in the "Teaching and Research Group Activity System", we clearly stipulated that the regular activities of the Teaching and Research Group, "three systems", namely, set the time, set the theme, set the central spokesman. Specific practice is that the school unified arrangement of teaching and research activities, give time to protect and strict attendance; central spokesman for the implementation of the rotation system, by the head of the teaching and research group and the central spokesman *** with the agreed research theme (research theme based on the beginning of the period of the group's teaching and research program and the current school teaching work to determine the actual needs), and then the central spokesman to make specific preparations to write an outline of the speech. Teaching and research activities, the central spokesman for the main speech, group members fully speak, debate.

"Teaching, teaching and research work assessment regulations", our school specifically set up a teaching and research group leader and teacher assessment fund. Established the corresponding job responsibilities, strictly according to the number of participation, attendance, participation attitude, the quality of completion of the task assessment.

5, differentiation, to help teachers develop professional development planning and professional development practice.

An actual basic survey and analysis of the level of professional development of teachers is an important basis for the development of school-based teaching and research, so that the school can be more targeted to formulate teaching and research planning and carry out the work of different levels of teachers at different levels of development requirements. For the full-time teacher group in our school, teachers at the survival concern stage account for 60%, and teachers at the task concern stage and the self-renewal stage each account for about 20%. In view of the characteristics of the professional development level and development needs of teachers in our school, we require and help teachers to formulate individual professional development plans according to their own conditions, and to clarify the direction of their professional development and their stage tasks. For example, for the majority of teachers at the lower level of survival concern stage, we focus on requiring them to strengthen their professional knowledge and exercise their basic teaching skills, helping to guide them to shorten their survival concern time, and to form a healthy and good teaching style as soon as possible. For teachers in the more mature task-concerned stage, we give them more care and incentives, and ask them to make more efforts in innovation. As for teachers at a higher level of self-renewal stage, we encourage them to pursue excellence and enrich their theories, and give them more teaching and research tasks so that they can play a radiating role and lead more teachers to progress.

In addition, from the micro aspect, it is also necessary to carry out solid teaching reflection, peer support and professional leadership, which are several basic and effective forms of school-based teaching and research activities. Only by consistently carrying out these activities will we be able to improve the quality of school-based teaching and research as a whole and enhance the vitality of school-based teaching and research.

Teaching reflection, we should try to guide teachers to correctly judge the reasonableness and effectiveness of their own teaching behavior, carry out self-diagnosis, so as to adjust and correct their teaching behavior in a timely manner. In the area of peer support, emphasis should be placed on the role of teachers as a group, on professional consultation, collaboration and mutual assistance among teachers, and on encouraging teachers to practise ****sharing of educational information, courseware and teaching experience. In terms of professional leadership, it should not be a mere formality, but should strengthen the links with the education and research departments, famous schools and education experts. Constancy is also progress. Carrying out school-based teaching and research to promote the professional development of teachers is not a quick fix, but must follow the laws of science, in accordance with the established planning, pragmatic and realistic. This must be more grass-roots schools, including my school, should pay attention to.