Does the development of teaching and research activities have a positive impact on teachers' professional development?

Teaching research is conducive to promoting teachers' professional development and improving teaching quality. Strengthening teaching research can bridge the transformation of curriculum ideas and educational theories into teaching behavior and promote the refinement and dissemination of advanced teaching experience. To this end, we have standardized, optimized, researched and evaluated the whole process of teachers' teaching by carrying out different types of teaching and research activities such as thematic discussion, experience sharing, teaching innovation and routine improvement, and formed five effective teaching and research strategies, including reflective teaching, case evaluation, teaching diagnosis, interactive discussion and teaching salon.

First, reflective teaching

Posner pointed out that experience without reflection is narrow experience and can only become superficial knowledge at most. To this end, he proposed a teacher growth formula: experience+reflection = growth. Through reflective teaching, teachers can recall, think and evaluate their past teaching experience under the guidance of certain educational theories, and make new plans and actions, so as to improve teaching practice and improve their own quality. Therefore, in training, we pay attention to reflective teaching and guide teachers to carry out teaching and research activities.

(A) the establishment of organizational structure, a clear division of labor

In the process of training, schools are required to adopt interactive reflection mode, establish organizations, clarify division of labor and rules, and lay the foundation for carrying out teaching and research activities.

1. Divide all teachers into several groups according to grades and disciplines, with 6-8 people in each group, and clarify the responsibilities of each group member. In each teaching and research activity, each group has 1 team leader, who is responsible for the organization and control of group teaching and research and discussion; Recorder 1, responsible for recording the group teaching and research situation and discussion results; There is a 1 speaker, who is responsible for introducing the teaching and research situation and discussion results of this group to all members; Time controller 1, each person's speaking time shall not exceed the time limit; There are 1 questioners who ask questions from members of this group to the school. The division of roles can be changed in different teaching and research activities.

2, the establishment of planning, clear procedures.

In the teaching and research discussion, each team member has the opportunity to speak. In order to carry out reflective teaching and research activities according to scientific procedures, we have formulated behavior rules and activity plans.

(1) As for the rules of conduct, members of the group are required to take turns to speak, and personal study notes are required, including my own views, the differences of other people's views in the group, the results of inter-group communication, etc.

② In terms of activity rules, each group is required to carry out teaching and research discussion activities under the organization of the group leader, and introduce the discussion results of this group to all members for each teaching and research topic, so as to debate with each other. The questioner will hand over the questions of this group to the school after each round of discussion.

(B) thematic teaching and research, reflection and interaction

The school regularly establishes teaching research topics, requiring each group to conduct research, formulate improvement measures, improve teaching practice and improve teaching efficiency and quality.

1. Strengthen the research of reflection before teaching, and pay attention to the individual differences of students and the development and utilization of curriculum resources. Each member should carefully design the lesson plan and discuss the feasibility of the lesson plan in groups.

2. Strengthen reflective research in teaching, pay attention to the teaching process and effect, analyze students' mastery of knowledge and problems in the learning process, analyze the control measures and effects of teaching problems, and summarize their satisfactory teaching skills and teaching wit. Every member should keep a record of teaching behavior, and members can listen to each other and evaluate each other. Conditional schools can let teachers make teaching videos for themselves and reflect on their teaching behavior by watching their own teaching videos.

3. Strengthen the research of post-teaching reflection, analyze the reasons of teaching gains and losses, and formulate the improvement plan of teaching strategies. Teachers can write teaching postscript, communicate with each other among groups, and modify the teaching strategy improvement plan.

(C) timely summary and reasonable evaluation

Every special teaching and research activity should be recorded and summarized for inspection and evaluation. Adhere to the process-based evaluation, and use a variety of evaluation methods to evaluate the training effect of each group and each group member.

1. The training summary must be comprehensive, reflecting the research questions, the research viewpoints of the group, the individual speeches of members, the methods and effects of research and discussion.

2. Achievements and experiences of teaching and research, mainly the improvement scheme of teaching strategies. For inter-school communication, learn from each other's strengths.

3. Take a variety of evaluation methods to evaluate the quality and quantity of group teaching and research and the gains of members, and record the evaluation results in teacher training files and teaching files.

Second, the case analysis

Practice shows that case teaching is a ladder for teachers' professional growth. Using case teaching can make teachers actively participate in training and teaching and research activities, and improve the pertinence and effectiveness of teacher training. Therefore, we promote the development of teaching and research activities and accelerate the professional growth of teachers through case analysis.

(A) learning cases, focusing on analysis

Learning cases is an effective way to promote teachers' professional development. In the process of learning cases, teachers can quickly improve their ability to analyze and solve problems and their teaching and research ability. To this end, we pay attention to case studies and help teachers improve their learning quality by analyzing typical cases.

1, select typical cases, organize teachers to study on special topics, and be analyzed by experts, famous teachers and other organizers. Organizers should put forward thinking questions for teachers to discuss in combination with the teaching practice of the new curriculum, and finally the organizers will make profound comments.

2. We should flexibly control the learning process, and stimulate teachers' enthusiasm to participate in case study discussion through methods such as case explanation, courseware demonstration, role conversion and scenario simulation.

3. Excellent teachers should "present themselves", recall and reflect on their typical teaching events, conduct self-analysis and self-role positioning in narrative, and be commented by experts to study ways to solve problems and puzzles.

(2) Write a case and focus on comments.

Writing cases can help teachers to understand the key points and difficulties in their work more deeply, urge teachers to reflect on their teaching behavior, and help teachers to strengthen exchanges and share experiences. To this end, we require teachers to write a certain number of different types of teaching cases every semester.

1, organize teachers to collect and sort out practical materials, extract valuable things from them, write teaching cases, and constantly revise and improve them to make them have high learning and reference value.

2. Strengthen the guidance of teachers' case writing, so that teachers can master the general skills and methods of writing teaching cases. Teachers can also be organized to process teaching cases together, making them excellent cases with typical significance.

3. Make specific comments on the teaching cases, evaluate the core issues, summarize the teaching rules, and put forward matters needing attention.

(3) Select cases and pay attention to publicity.

Choosing cases can encourage teachers to study, study and write teaching cases, deeply study practical problems in teaching, actively find ways and means to solve problems and improve teachers' professional level. To this end, we organize an excellent teaching case selection activity every year.

1, organize teaching case collection and selection activities at different levels. Schools and towns are organized once every semester, and city (county) level selection is conducted once every academic year in the second semester.

2. Excellent case selection. According to the learning cycle, subject, and then the city (county) level selection, when the town, school according to the proportion of one-third of the total number of teachers recommended participating cases.

3. Select outstanding cases, organize special forces to process and sort them out, edit them into case sets, and strengthen the publicity of outstanding cases.

Third, teaching diagnosis.

Teaching diagnosis is a method that teaching and research personnel cooperate with classroom teachers to make rigorous and rational observation and face-to-face analysis and discussion on classroom teaching, and put forward improvement strategies. In the new curriculum teacher training, organize teaching and research personnel to make clinical diagnosis in grass-roots schools regularly to guide teachers to improve teaching practice.

(1) Clinical diagnosis and scientific evaluation

The important purpose of new curriculum training is to improve teaching practice and promote the implementation of new curriculum. Through clinical diagnosis, teachers can find problems in teaching practice in time, correct teaching behavior and improve teaching ability under the guidance of researchers. To this end, we require teachers and researchers to go deep into primary schools to make clinical diagnosis and scientific evaluation of teachers' classroom teaching.

1, the school is required to regularly carry out public classes, exploration classes, research classes, trial lectures and other observation activities, organize teachers' study comments, * * * analyze the shortcomings and defects of the lecturers in teaching, and * * * study rectification measures.

2. Instructors and researchers are required to often go deep into primary schools for clinical teaching diagnosis, scientifically evaluate teachers' teaching according to the new curriculum concepts and standards, guide teachers to improve teaching behavior and improve teaching efficiency and quality.

3. Require scientific researchers, vice principals in charge of teaching business and key teachers in this discipline to participate in teaching diagnosis and evaluation, study and analyze the scientificity and effectiveness of lecturer teaching, and help teachers correctly use new teaching modes, teaching strategies and teaching methods.

(B) in-depth study and correct guidance

The purpose of teaching diagnosis is to perfect and improve teaching practice. In practice, the problems found in teaching diagnosis are deeply studied, improvement measures are formulated, teaching research and reform are strengthened, and the in-depth development of new curriculum teaching is promoted.

1, move the research goal forward, keep pace with the times, and study the forward-looking problems of teaching. Teaching and research personnel and researchers should analyze the outstanding problems that may appear in the new curriculum teaching, introduce preventive measures, and correctly guide grass-roots schools to carry out teaching, teaching and research activities.

2. Shift the research focus to schools, classrooms and teachers, and study and solve the most practical, urgent and outstanding problems in teaching practice. Teaching and research personnel must put forward guiding opinions in teaching diagnosis and formulate corresponding improvement measures according to the existing problems.

3. Shift the research focus from simple teaching to paying equal attention to teaching, learning and examination. Teaching researchers should study and diagnose teachers' teaching behavior and students' learning behavior, study examination trends and test questions types, and correctly guide schools to carry out teaching work.

(3) Timely correction and continuous improvement.

In teaching research, we should strengthen the exploration of correcting teachers' teaching behavior, guide teachers to continuously improve teaching practice and improve teaching ability. Therefore, we regard correction as an important part of teaching diagnosis.

1. Strengthen effective teaching research and formulate teaching evaluation standards. Diagnose teachers' classroom teaching according to teaching evaluation standards, summarize the outstanding problems in teaching, analyze the root causes of teaching failure, study the rectification measures, and put forward suggestions for improving teaching work.

2. Strengthen the implementation of corrective measures. Through issuing documents, meetings, on-site guidance and other forms, the rectification measures are implemented. Schools should plan, check and summarize the implementation of teaching corrective measures.

3, strengthen the supervision of teaching correction, organize personnel to check the improvement of primary school teaching, and incorporate the inspection results into the evaluation of primary school teaching.

Fourth, interactive discussion.

Interactive seminar is a teaching and research activity of teachers, and it is also a training form that highlights teachers' participation around typical courses. Through interactive discussion, teachers can intuitively experience and feel new ideas and teaching organizational forms, and encourage teachers to discuss on an equal footing with their own reality and taste and experience the educational ideas and teaching skills contained in the course under the guidance of experts. Therefore, we regard interactive discussion as the basic strategy of school-based teaching and research.

(A) clear steps, standardized operation

Interactive seminars are generally conducted in the form of collective lectures, group discussions, meeting exchanges, expert analysis, summary and evaluation. To this end, each interactive seminar should be carefully designed and organized in an orderly manner.

1, collective teaching. The organizer asked the teachers to listen to the key questions that the teachers should consider, and organized the teachers to attend the class with questions.

2. Discuss in groups. Teachers are required to discuss around the class and put forward their own gains and puzzles, so as to urge teachers to constantly reflect and correct their teaching behavior.

3. Meeting communication. Each group should exchange their discussion opinions at the meeting.

4. Expert analysis. Experts should analyze the lesson examples and let the teachers subtly accept new ideas.

5. Summing up the evaluation is to scientifically evaluate the lessons and discussions of various groups, and summarize and refine the values and methodology embodied in this interactive discussion.

(B) optimize the form, flexible organization

Organizing various forms of interactive seminars in schools is not only conducive to improving the enthusiasm of teachers to participate in teaching and research, but also conducive to enriching the strategies and methods of teaching and research.

1. for practical discussion. The place of teaching and research is set in the classroom, and experts give impromptu guidance on the problems in classroom teaching.

2. Conduct research on the theme of dialogue. Carry out teaching and research activities according to the theme, and let experts and teachers talk and discuss. Teachers put forward puzzles in teaching, experts give targeted answers, and even experts can go to the podium and take demonstration classes.

3. Conduct a directional questioning debate. According to the predetermined research direction, the questioning debate is conducted, so that teachers can collide with ideas and viewpoints in the debate, distinguish the truth in the debate, and recognize the development trend and feasible ways of the new curriculum teaching.

(C) Highlight key points and deepen research

The focus of interactive discussion is to provide teachers with "what to teach" and "how to teach" models in order to solve problems. To this end, we should first clarify the key issues discussed, mobilize the enthusiasm of teachers through various means and measures, deepen teaching research, and improve teachers' teaching and research ability.

1, we should deeply analyze the lessons. This paper focuses on the new curriculum concept, existing defects and improvement measures embodied in the teaching plan: the teaching design, teaching strategy and application of teaching technology of the teaching plan; Discuss students' learning process and learning quality.

2. We should reflect on the advantages and disadvantages of our own teaching combined with class examples. In the interactive discussion, we should deepen the research level through various means, tap individual potential, integrate group wisdom, realize the vibration of thinking, the enjoyment of experience and the perfection of emotion, and improve the professional level of all teachers.

3. Teachers should make clear the key points and problems that should be paid attention to in the new curriculum teaching at this stage through interactive discussion, and explore effective teaching modes and scientific teaching strategies.

Verb (abbreviation of verb) teaching salon

Through the activities of teaching salon, we can strengthen the communication and dialogue between teachers and realize the enjoyment of teaching and research experience. In order to promote the in-depth development of teaching and research activities, we require the school to set up a fixed teaching salon for teachers to talk about their own experiences, feelings and puzzles in teaching and research, and share the gains, experiences and experiences of others.

(A) to create an atmosphere to strengthen the construction of teaching and scientific research organizations

Schools should strengthen the construction of teaching and research groups, formulate teaching and research plans, organize teaching and research activities, create a strong teaching and research atmosphere, and create a supporting environment for teaching salon activities.

1. Teachers are required to combine voluntarily to form a teaching and research team, determine the teaching and research tasks, rationally divide the work, * * * study together, and sort out the results so as to communicate in the teaching salon activities.

2. Ask teachers to write teaching reflection notes, sum up teaching experience and teaching methods, so as to communicate in teaching salon activities.

3. Schools should create a good environment for teachers to carry out teaching salon activities, and every teaching salon activity should be attended by school leading cadres.

(2) Carefully organize and strengthen the management of teaching salons.

To improve the effectiveness of teaching salon activities, we must carefully organize and strictly manage them. To this end, each school has made detailed and clear regulations on the development of teaching salon activities in light of the actual situation.

1. Organize a teaching salon once a week. Every Monday, determine the theme of the teaching salon activities, so that teachers can prepare carefully.

2. Teachers must participate in a certain number of teaching salon activities every semester. Every time you attend a teaching salon, you should raise outstanding problems in teaching and participate in the discussion of improvement measures.

3, the school should have records to carry out teaching salon activities, and teachers should have a summary to participate in teaching salon activities, so as to facilitate inspection and evaluation.

(C) expert guidance, strengthen the guidance of teaching salons.

Teachers can accelerate their professional growth by getting professional guidance from experts. In school-based teaching and research, we ask the school to invite teaching and research personnel and researchers to participate in the salon activities of the school every year to help teachers solve practical problems in teaching and research.

1. Pay attention to inter-school communication, invite key teachers and academic leaders from other schools to participate in the teaching salon activities of our school, exchange experiences with each other, and broaden the teaching and research horizons.

2. Invite professional teaching and research personnel to participate in the teaching salon activities of our school, discuss the main problems of teaching and research, and revise the management measures of teaching and research work under the guidance of professional teaching and research personnel.

3. Invite scientific researchers to participate in the teaching salon activities of our school, conduct scientific research on the new curriculum teaching, and improve teachers' scientific awareness of teaching.