How to strengthen the construction of teaching and research group and improve teaching quality

Teaching and research group is the basic management entity of the school and the organizational form of teaching and scientific research, which plays an important role in school teaching. The quality of classroom teaching in a school is closely related to the work of the teaching and research group; Teaching and research group is not only the implementer of teaching routine and the organizer of daily teaching activities, but also an important position to carry out teaching research and an "incubator" for teaching innovation. Therefore, doing well the construction of teaching and research group is the key to improve teachers' professional quality and teaching quality.

Whether implementing quality education or actively promoting curriculum reform, the construction of school teaching and research group can not be limited to the level of school teaching routine management; Can not be limited to the level of teaching and research activities such as attending lectures, speaking lessons, evaluating lessons and observing; Can not be limited to a few "elite" shows, most people join in the form of activities; The goal of teaching research cannot be limited to the simple teaching quality. Teaching and research group should be the promoter and implementer of school-based research and the "incubator" of school teaching innovation. Therefore, the construction of teaching and research groups must be based on school-based research and implemented at the level of teachers' research and practice.

First, the current problems in the construction of teaching and research groups

School management:

1. The hierarchical management mode determines that some schools pay more attention to the management of grade groups, but relatively ignore the management of teaching and research groups and lesson preparation groups. Therefore, some schools are only satisfied with the establishment of teaching and research groups and lesson preparation groups, and can carry out some activities symbolically, which has not made the construction of teaching and research groups embark on the road of healthy development. Under the current situation and conditions, the teaching and research group has not yet become an important base for teachers to continue their study and scientific research.

2. In practical work, some school leaders pay attention to the cultivation and guidance of teachers, and lack sufficient understanding and necessary method guidance for the collective construction of teaching and research groups. The head of teaching and research group and the head of preparing lessons are not democratically elected, but subjectively appointed. Some group leaders simply can't reflect the "long" role, and some teaching and research activities can't be carried out.

3. School teaching and research activities are not institutionalized, school leaders fail to go deep into the front line of curriculum reform, and some leaders fundamentally give up teaching. Although the issue of curriculum reform was discussed at the relevant meeting, it was just an armchair strategist. Therefore, the established system can not proceed from the actual needs and can not grasp the integration of teaching, scientific research and research. The so-called scientific research to promote teaching, promote classroom reform and improve teaching quality is only limited to slogans, and it is still a weak link in specific operation and implementation.

(2) Within the teaching and research group:

1, the work of the teaching and research group is old-fashioned. Judging from the working methods of the teaching and research group, some teaching and research group leaders can't adapt to the requirements of the new curriculum reform in subject teaching and research activities. They are content with the old teaching and research model, do not make progress, and lack innovative consciousness and ability to change. Daily teaching and research activities mainly focus on collective lesson preparation and theoretical study, without specific teaching and research objectives, detailed teaching and research measures and operational teaching and research strategies, and the teaching and research group has not played its due leading role in discipline teaching and research and the construction of teaching staff.

2. The activities of the teaching and research group are fleeting. Looking at the whole process of teaching and research activities, some teaching and research groups cannot actively and effectively carry out their work according to their own discipline characteristics, and lack specific implementation plans and clear teaching and research topics in teaching and research activities. Teaching and research activities have more become empty preaching activities of some educational laws, regulations, policies and educational teaching theories. The whole teaching and research activities lack effective professional guidance and meticulous overall arrangement in promoting teachers' professional development, improving the quality of education and teaching, and cultivating students' study habits, learning methods and learning ability. Secondly, from the perspective of teaching and research effect, the activities of the teaching and research group are too simple and become a mere formality, so it is impossible to conduct in-depth research on the problems in teaching, and there is a lack of in-depth discussion and communication between teachers.

3. Evaluation of teaching and research group. The evaluation of the work of discipline teaching and research group has always been a difficult point in school management. On the one hand, most schools have not established a perfect evaluation system and corresponding rules and regulations in time, and have not defined the basic functions of teaching and research team leaders and the basic norms of teaching and research activities, and they lack corresponding institutional constraints on teaching and research activities, which are arbitrary and lax in management; On the other hand, when evaluating the work of the teaching and research group, the school only measures the effectiveness of the work of the teaching and research group by the number of teaching and research activities and materials, and lacks in-depth understanding and analysis of the teaching and research activities. These simple evaluation methods have dampened the enthusiasm of the head of the teaching and research group and restricted the effectiveness of the work of the teaching and research group.

(3) Teachers themselves:

1. The activities of the school management teaching and research group do not follow the principle of seeking truth from facts and cannot proceed from actual needs, which is not conducive to the professional growth of teachers. Therefore, some teachers think that teaching and research activities are a burden, and there is no substantial gain, which leads to the low enthusiasm of many teachers to participate in teaching and research group activities. For example, we often hear some teachers say, "Teaching and research, how can I have time to teach all my new lessons!" "

2. Some teachers think that their job is to attend classes, prepare lessons, guide, correct homework and take exams. What schools, education bureaus and parents need most is exam results, while teaching and research sometimes get twice the result with half the effort, some of which are not operable, and the result is not worth the candle and the research desire is not strong.

3. The school lacks research atmosphere, some teachers have no problem consciousness, and they often don't realize their research value when they encounter teaching problems. For example, some teachers are inefficient in class and can't complete the teaching task, so they desperately ask for more classes, rarely consciously reflect on their teaching process, and rarely consider combining their teaching with scientific research.

4. In today's education evaluation system, the main content of evaluation is teaching achievements, and the evaluator values the individual teachers, which leads to some teachers only paying attention to self-growth, and it is difficult to communicate sincerely with others and express their opinions. Even if you participate in the exchange, the analysis and discussion are only superficial and unwilling to study in depth.

Second, on the construction of teaching and research groups

(1) Strengthen the organization of teaching and research groups.

1, according to the actual situation of the school, set up and adjust the discipline teaching and research group reasonably.

The establishment of teaching and research groups is based on the principle of being conducive to teaching and carrying out teaching research. Generally, teaching and research groups are set up on the basis of disciplines. On a smaller scale, by merging related disciplines, a teaching and research group was established. Interdisciplinary teachers are included in the teaching and research group of their main courses, and they must also participate in the teaching and research group activities of certain part-time disciplines. School leaders organize corresponding teaching and research groups according to the situation of part-time classes.

2. Set up a lesson preparation group under the discipline teaching and research group.

The preparation group is an organization that organizes students to carry out teaching research in grades. The responsibilities and scope of activities of the teaching and research group and the preparation group are different. Strengthen overall planning and coordination, so that the two-level teaching and research organizations can give full play to their corresponding roles.

3. The leader of the teaching and research group is the direct leader and organizer of the teaching and research group, an important force in school teaching management and an important link between school leaders and teachers.

Select backbone teachers with good ideological and moral character, high teaching level, strong scientific research ability, certain organization and coordination ability and the ability to unite the masses as the leader of the teaching and research group. The appointment system and tenure system shall be implemented and updated and adjusted regularly. Clarify and implement the post responsibilities and corresponding treatment of the teaching and research team leader, actively absorb the teaching and research team leader to participate in the research, decision-making and management of school teaching work, and fully mobilize their enthusiasm and creativity. The Academic Affairs Office establishes a regular meeting system for the heads of teaching and research groups, and regularly studies and deploys teaching management.

Attachment: As far as team leaders are concerned, they must have "three consciousnesses": First, the consciousness of bravely shouldering heavy burdens. In addition to earnestly completing the teaching work, the team leader should conscientiously implement the requirements of superiors and schools and creatively carry out various activities. The school has the reception task, first of all, we must have a good public class and demonstration class. The second is the awareness of learning and enterprising. We should not only improve the teaching ability, but also keep the freshness of teaching art and the style of teaching, research and research. The third is the consciousness of warm service. On the one hand, there are many activities arranged by superiors and schools, and the route of teaching and research groups is often taken. On the other hand, there are as many as six or seven people in a group with different ages, personalities, tempers and work styles, which requires the teaching and research group to be diligent with long legs, hands and mouths, have a warm heart, a generous heart and a piece of service.

(B), clear the basic functions of the teaching and research group

Generally speaking, there are four basic functions of the teaching and research group:

1, management function. The teaching and research group is the basic unit of school management, assisting the Academic Affairs Office to supervise and manage the teachers in this group around daily work and education and teaching, helping teachers to raise awareness, consciously abide by discipline, love their jobs and do their jobs well.

2. Guiding function. Teaching and research group is the basic organization and learning garden of students. Teachers of this group, especially young teachers, should be instructed on how to prepare lessons, attend classes and conduct research. , but also supervise and guide the work of each preparation group, do a good job in daily work inspection and teaching quality monitoring. Especially the problems in teaching, discuss and solve them in time.

3. Organizational function. The teaching and research group should organize teachers to participate in political study and professional study, constantly improve the level of educational theory, organize teachers to participate in various educational training activities and competitions, and constantly improve the teaching level.

4. Research function. The focus of the teaching and research group is to organize teachers to discuss the problems in exchange education and teaching. Organize teachers in this group to study textbooks, teaching methods, learning situation, learning methods, etc. And according to the actual situation of the school, determine the research topics of teaching and research groups and individuals, combine teaching and research, and actively carry out teaching reform.

Specifically, there are mainly the following daily work:

1, organize business learning

According to the requirements of curriculum reform, the goal of teachers' professional development and the plan of school-based training and school-based teaching and research in our school, teachers are organized to study the new curriculum and education and teaching theory seriously in the form of collective study, group discussion and individual self-study, so as to continuously improve their understanding of the new curriculum, update their teaching concepts, explore teaching rules, and analyze and summarize the problems and experiences in teaching practice by using the new curriculum and teaching theory. Organize teachers to learn the curriculum standards, professional knowledge and scientific research achievements of this discipline, help teachers to constantly update and enrich their professional knowledge, organize teachers to learn relevant scientific and humanistic knowledge, broaden their knowledge horizons and enrich their cultural heritage.

2. Strengthen standardized management of teaching.

Organize teachers to strictly implement the curriculum policy, conscientiously implement the teaching plan, and formulate and implement the teaching and research work plan of this group. Study, formulate and implement the specific requirements of preparing lessons, attending classes, assigning and correcting homework, testing and evaluation, extracurricular counseling and other links in this discipline, and earnestly strengthen the daily management of the teaching process. Strengthen the management and guidance of the teaching work and teaching and research activities of the preparation groups of all grades in this discipline. Timely discover and correct problems and behaviors in the teaching process, set up advanced models in time, and popularize successful experiences. Actively undertake the assessment of teachers' teaching work arranged by the school and the detection and evaluation of teaching quality.

3. Carry out extensive teaching and research activities.

Focusing on changing teaching methods and improving the level of curriculum implementation, we will carry out various forms of teaching and research activities such as teaching observation and discussion, teaching summary and reflection, teaching case analysis, and special discussion on curriculum reform, focusing on curriculum standards, teaching materials and methods, curriculum resources, and specific problems in teaching work. Strengthen the research of examination and evaluation, and give full play to its positive role in improving teaching and quality. To study and formulate the discipline development plan of this teaching and research group, grasp the direction of curriculum reform, clarify the objectives of teaching reform, highlight research priorities, implement work measures, and gradually form the teaching characteristics and teaching and research culture of this teaching and research group.

4. Actively participate in school curriculum construction.

Seriously undertake the development and implementation tasks of comprehensive practical activity courses, elective courses and school-based courses arranged by the school, make full use of the curriculum resources of this discipline and teachers' professional expertise, and organize students to carry out various forms of practical activities, research-based learning activities and interest group activities based on subject teaching, so as to improve students' comprehensive quality and develop students' individual strengths.

5. Actively carry out education and scientific research.

Actively undertake scientific research tasks assigned by schools and teaching and research departments, select specific problems in curriculum reform and teaching practice, establish scientific research topics or research topics in this discipline, gather collective wisdom and strength, and carry out in-depth theoretical research and practical exploration. Actively write educational and teaching papers and experience articles, and timely summarize and recommend educational reform experience and scientific research achievements. The teaching and research group actively participated in relevant teaching and research activities organized by the teaching and research section. Seriously organize students to participate in relevant subject competitions.

6. Do a good job in training young teachers.

According to the school's teacher professional development plan, we should determine and implement the specific objectives and work measures for the training of young teachers, fully care for young teachers in their thoughts, work and life, and promote their independent development and healthy growth.

7. Create a working environment of unity and cooperation.

Assist school administration to do a good job in teachers' ideological work, and strive to mobilize teachers' initiative and enthusiasm in caring for the work of schools and teaching and research groups. Enhance the sense of cooperation, carry forward the team spirit, carry out communication, help and guidance, and form a working atmosphere of sincere cooperation, * * * enjoying the results and * * * improving together.

8. Pay attention to the literature construction of teaching and research groups.

Establish the working files of teaching and research groups, attach importance to the records of various teaching and research activities, and accumulate and sort out all kinds of words and files.

Three, about the management of teaching and research group

1, handle the relationship between teaching and research group and grade group.

The school grade group and the teaching and research group are not antagonistic institutions. As the two pillars of school work, they should not be neglected. Grade group exists based on the administrative power of the school, aiming at urging teachers to complete teaching tasks more effectively; Teaching and research group is based on the professional development right of school teachers, aiming at promoting teachers to improve their teaching ability and ultimately achieving the goal of improving teaching quality. The work of the teaching and research group and the grade group are interdependent and implemented together. The construction of teaching and research group should develop synchronously with the management of grade group, which emphasizes the education and development of students, and the teaching and research group emphasizes the teaching and research of teachers, so as to better serve the development of students with the development of teachers. Schools should strengthen communication, integration and integration between teaching and research groups and grade groups, so as to maximize the synergy between the two organizations in school work. It is necessary to rationally distribute the rights of grade groups and teaching and research groups. Further clarify their respective functions and responsibilities; It is necessary to strengthen information sharing between grade groups and teaching and research groups to promote the improvement of school quality; With the cooperation of grade groups, teaching and research groups should actively try to organize interdisciplinary teaching and research activities, and also try to carry out interdisciplinary research learning activities for students. It is necessary to further rationalize the management system of the teaching and research group. The teaching and research group should work together with the grade group under the leadership of the Academic Affairs Office.

2, do a good job in the construction of relevant systems.

The administrative function of the school-level teaching and research group has been relatively weak. Although the teaching and research team leader shoulders the responsibility of organizing teachers' professional activities and improving their professional quality, he does not have any administrative ability. Their influence on teachers mostly depends on their own personality charm and professional experience and ability, that is, non-power influence. Therefore, I think the leader of the teaching and research group must rely on the system management to escort, and gradually form a series of practical rules and regulations for the construction of the teaching and research group and conscientiously implement them, which is an important guarantee for managing education according to law and harmoniously. Therefore, to strengthen the construction of teaching and research groups, we must constantly think deeply and practice this problem. According to our practice, we can consider it from at least two levels.

● A series of working systems of teaching and research groups should be established at the school level. For example, the responsibilities of the teaching and research group leader and the lesson preparation group leader, the middle-level squatting system (all cadres above the middle level in the school go deep into the teaching and research group, go deep into the classroom, stay in a teaching and research group and participate in teaching and research activities), the monthly work report system of the teaching and research group leader, the study and inspection system of the teaching and research group leader, the school-based training and teaching reflection system, the special forum system, the tutorial system, the case and lesson study system, and the subject research system.

● A series of working systems should also be formed within the teaching and research group.

(1) system of regular activities of teaching and research groups. Strive to achieve "five haves"-practical plans, clear topics, practical activity arrangements, material accumulation in the discussion process, phased written summaries and exchanges and discussions with certain value.

(2) Reading sharing system. Actively advocate the concept of "being friends with books" in the construction of teaching and research groups, and attach importance to cooperation and complementarity, experience sharing and spirit sharing. Reading includes two categories: the first category is "miscellaneous books". The teaching and research group requires members to read a wide range of useful books to increase their humanistic background. The teaching and research group arranged a little time for the teacher to introduce his reading excerpts, reading experiences or recommend good books for everyone to share. The second category is professional theoretical books. The teaching and research group requires members to intensively read professional theoretical books purposefully and selectively according to their own research topics, extract them well, accumulate professional theoretical knowledge and improve their professional theoretical level.

(3) lesson preparation and lecture system. Use lectures to prepare lessons, and advocate "multi-plan lesson preparation" and "special lesson preparation". You can also carry out research-based lesson preparation around a certain teaching link, combine individual lesson preparation with collective lesson preparation, teaching with research, and combine pre-class design with after-class reflection and reconstruction. (4) The system of class evaluation. It can be carried out in three steps: ① teachers take classes that truly reflect their normal teaching; (2) Teachers should focus on reflection and reconstruction when giving lectures; (3) Participants expressed their opinions in good faith, focused on problems and put forward constructive suggestions for improvement.

(5) Establish a resource sharing system.

The establishment of school-based teaching and research system is the guarantee for the construction of teaching and research group. Without institutionalized norms, it is impossible to implement the process, which is a process of integration of humanities and institutions. We believe that people are not slaves of the system, but they must be bound by it. In particular, the formation of team spirit and the process of completing tasks depend on team cooperation, the establishment of a good system and the correct guidance and evaluation of the system. Therefore, we adhere to the people-oriented principle in the system established by the school, which not only creates space for each teacher, but also ensures the implementation of the construction process of teaching and research groups, and works hard in the actual research process.

3, fully mobilize the enthusiasm and initiative of the teaching and research team leader and lesson preparation team leader.

First of all, we should give certain "power" to the teaching and research team leader and the lesson preparation team leader. Let them have certain power in personnel deployment, assessment and fund control of this discipline. Secondly, it is necessary to effectively improve the treatment of the head of the teaching and research group and the head of the preparation group, and give the teaching and research group and the preparation group certain activities funds. The most important thing is to build a "platform" and "ladder" for the development of teaching and research team leaders and lesson preparation team leaders. It is necessary to strengthen the training and training of teaching and research team leaders, lesson preparation team leaders and reserve talents, and form an echelon for the growth of outstanding talents in disciplines.

4. Actively innovate the working methods of teaching and research groups and lesson preparation groups.

Teaching research group and lesson preparation group are the frontiers of teaching reform. Creative teaching and research activities can break through the shortcomings of traditional teaching and research activities, such as lack of new ideas and rigid and old-fashioned forms, and make teaching and research activities enter the actual teaching life, teachers' areas of concern and teachers' needs from form to content. By creating a strong academic atmosphere of teaching and research, we can inject new vitality into teaching and research activities, so that teaching and research groups and lesson preparation groups can truly become important organizations for teachers to absorb the essence of teaching and realize professional development.

5. Further optimize the collective lesson preparation activities.

Collective lesson preparation is an important guarantee to improve the efficiency of classroom teaching and an important means to train and train young teachers. We should pay attention to practical results and prevent formalism. Collective lesson preparation should adhere to the combination of individual research and collective discussion. The combination of teaching plans and learning plans, mainly the combination of preparing lessons and participating in seminars, so as to devote ourselves to sincere discussion and exchange. On the basis of collective lesson preparation. Actively advocate preparing lessons twice and three times. It is necessary to strengthen the management of collective lesson preparation. To achieve "six guarantees" of system, personnel, time, content, procedure and effect, and "six unifications" of schedule, requirements, content, key and difficult points, practice and assessment. To strengthen process supervision, we should not only check the lesson preparation plan, lesson preparation records and lesson plans, but also contact the lesson preparation group and participate in collective lesson preparation activities in person. Collective lesson preparation is a highly professional activity, which can rely on both the administrative management of grade groups and professional guidance. The grade group mainly provides guarantee for collective lesson preparation activities and solves the difficulties in implementation. The teaching and research group should strengthen the professional guidance, evaluation and management of the collective preparation group. Schools should strengthen the binding assessment of the teaching quality of the lesson preparation group, enhance the sense of cooperation and effectively improve the effect of collective lesson preparation.

6, do a good job in the evaluation of teaching and research group.

The evaluation of the teaching and research group is carried out from five aspects: the construction of teachers' morality, routine management, teaching level, teaching and research achievements and teacher training.

This is an important way to build the culture of teaching and research groups. Cooperation, communication and dialogue should be one of the important ways for teachers' professional development. Team leaders should break the self-enclosed barriers between teachers and advocate communication, cooperation and dialogue. In a cooperative cultural atmosphere, open dialogue and communication will enlighten every teacher's thoughts and improve his teaching behavior. Peer ideas and good suggestions will become an important resource for teachers' professional development. Teachers in our school can prepare lessons collectively, unify the teaching progress, unify the examination and assessment, and exchange and discuss the problems encountered in preparing lessons and teaching practice at any time.

It is also an important means to build the culture of teaching and research groups. Traditional competition comes from isolated working environment and one-way and incomplete evaluation system for teachers. Teachers' work is often carried out in isolation, and teachers lack the spirit of cooperation and team consciousness, so the orientation of school evaluation is very important. Schools need competition, but they are not closed. They should be open, cooperative and win-win. Some people think that a harmonious teaching and research group culture does not need competition, which is biased, because the "inertia" in the root of human nature, the flexibility of teachers' education and teaching work, and the supervision of system construction are not in place, which can easily lead to the lack of collective enthusiasm and even lead to the laziness of the whole teaching and research group. Without competition, generally speaking, it does not conform to the national conditions of modern society; From a small point of view, it does not meet the needs of school survival and development. Therefore, competition is also an important feature of teaching and research group culture. It should be the highest level of cultural construction of teaching and research groups. Teaching and research activities based on teacher development need a harmonious and democratic cultural atmosphere. Our school advocates "a hundred schools of thought contend" in teaching and research activities, allowing * * * knowledge and personality to coexist, allowing teachers to hold different views, so that teachers can accumulate in practice and improve in reflection. The open class teaching in our school is carried out at different levels, and is generally demonstrated and discussed by famous teachers, academic leaders and teaching experts to play a leading role in the profession. Open classes for young teachers are mainly high-quality courses required by standards, which are permeated with the concept of curriculum reform. In this way, they are trained to mature gradually in teaching. The construction and management of teaching and research group is an important school-based topic brought to our school management by educational reform. My right to give lectures today is a good example. Please advise if there is anything wrong!