How can kindergartens effectively carry out teaching and research activities?

1. forming a mechanism to provide guarantee for kindergarten-based teaching and research and perfecting the management system are the basic guarantee for kindergarten-based teaching and research. How to build a group that can stimulate teachers' subjectivity, enthusiasm and creativity. Kindergartens should establish a teaching and research system with the director and the teaching director as the responsible persons. Reflect the people-oriented modern management concept and create a positive teaching and research atmosphere. (1) the formation of teaching and research network management. If the original system affects the growth of teachers and the improvement of teaching quality, it is necessary to improve the system, revise the system and improve the system so that the system can serve the development of people. (2) Top-down teaching and research system. It is an important mechanism to carry out teaching research activities on a regular basis, organize teachers to seriously study and analyze the work of * * and put forward reasonable suggestions, which is to improve the establishment of learning organizations and improve the level of education management. (3) Form a "grassroots" research atmosphere from bottom to top. The content of teaching and research comes from the outstanding or confused problems that front-line teachers need to solve urgently. Through the bottom-up "grassroots" research, teachers can become researchers of their own practice and the main body of research, so that kindergartens can acquire the ability of self-development and improvement. 2. Based on the kindergarten, using the teaching and research management strategy, with the aim of "implementing the Outline, promoting teachers' educational ideas and promoting teachers' professional growth", kindergartens should pay more attention to the search for teaching and research management strategies in light of the actual situation. What kind of strategy is the most effective? As long as it can stimulate the enthusiasm of teachers to participate in teaching and research, promote their development and improve their professional ability, it is an effective strategy (1) Change the concept-change "I want to learn" to "I want to learn". Teachers' positive feelings and needs are the soul of kindergarten teaching and research. Kindergarten should combine teaching and research with teachers' growth, so that all teachers agree that teaching and research is an important way to promote their own development. Stimulate and mobilize teachers' internal motivation, and make teaching and research become their voluntary action. (2) Set up a stage-let every teacher have the opportunity to show himself. The differences among teachers form the differences in demand. Teachers can be divided into old teachers and young teachers according to their work experience, and they are given different development requirements and hierarchical guidance. From the professional ability, it can be divided into: backbone teachers and developing teachers. Give them courage and undertake different teaching and research tasks. In this way, by building a different growth platform for each teacher, everyone can enjoy the space for growth. 3. Create an environment-provide a humanistic teaching and research environment. Elegant office tables and chairs, fresh and elegant flower arrangements, plain and appropriate slogans. It provides a good material environment for teaching and research activities. Participatory teaching and research, rich activities and humanistic teaching and research management provide teachers with a good psychological environment. 4. Reflecting on practice-improving teachers' professional quality. Through practice-reflection-improvement of practice-further reflection-further improvement of practice. In the process of this cycle, teachers' ability of discussion and reflection and teachers' professional level will be improved. (5) Pay attention to guidance-form an atmosphere of mentoring. Practical experience and learning from experience are very important for the growth of new teachers. Our garden has carried out the activity of "Master and Apprentices * * * in the same body". Mentors and apprentices are combined with each other, and the school year assessment is graded and queued at a ratio of 3: 7 in terms of personal attendance, children's attendance, parents' comments, teaching competitions, theoretical examinations, class activities, thesis honors, case analysis, three notes, public teaching, project research, etc. (the master accounts for 3% of the total score and the apprentice accounts for 7%). (6) With the aid of foreign aid-get the latest educational ideas. Kindergartens send teachers out to study, train and participate in various seminars and exchanges, which not only broadens teachers' horizons, but also enhances educational concepts. 3. Enrich activities and build interactive communication groups between teaching and research (1) Enrich in content: The contents of teaching and research include: teaching reflection, case discussion, special lectures, collective training, thematic research, individual guidance, theoretical defense, teaching observation, evaluation and other forms. For example, the understanding of the "zone of proximal development" is a puzzling problem in teachers' practice. We organize teachers' special discussion, study and reflection, and finally think that; Children can develop A originally, and can develop to B with the help of teacher education. Then, B-A = the nearest development zone. (2) Rich in ways: Practical experiential teaching and research is a way for teachers to feel the work content, procedures and teaching strategies through personal operation. In practice, some teachers often stand in the perspective of educators, do not know what to pay attention to children, and it is difficult to understand what ideas and practices they will have as children. Emplacement thinking allows teachers to truly experience how learners think in the face of problems, so that teachers can realize whether their own educational methods are appropriate. Personal experience is not only the best way for children to learn, but also the needs of teachers. Problem-follow-up teaching and research: it takes the common or typical confused problems encountered in teachers' work as cases, guides teachers with problems, and discusses them around the cases. Rechargeable teaching and research: learning some new educational ideas and experiences. Broaden teachers' horizons and ideas, so that teachers can effectively improve their knowledge and experience, ideas and behaviors, and teaching strategies. Such as: special lectures, teaching competitions, excellent lesson analysis, topic discussion, going out to visit, etc. Cultural teaching and research: it is a kind of teaching and research around the cultural background, atmosphere, characteristics and teachers' literacy and interest of the park. Its purpose is: the form is in teaching and research, and the god is outside teaching and research. Thinking about teaching research outside of teaching research is the goal pursued by teaching research. Strive to form a teaching and research culture with the characteristics of the park. Such as: teaching and research of western food culture and coffee culture, so that teachers can understand western culture; Learn tea ceremony and tea tasting culture teaching and research, so that teachers can understand China tea culture; Reading salon teaching and research enriches teachers' life and cultivates teachers' sentiment. Let the teachers know that "reading is a kind of enjoyment". In cultural teaching and research, teachers can also talk to each other about difficulties and puzzles in their work and enjoy the warmth and strength of the group. Create a relaxed and pleasant atmosphere, and activate teachers' tired and numb psychology and lack of creative thinking caused by excessive work pressure. Improve teachers' interest in teaching and research, and enhance the cohesion of the team. 4. Be realistic and innovative, and better carry out kindergarten-based teaching and research activities. Under the premise of not increasing the burden on teachers, it is our common pursuit to better carry out kindergarten-based teaching and research. This requires kindergartens to think deeply about what to study and how to study problems in combination with teachers' reality and needs, and do the following well: (1) The teaching and research content can be closely combined with the needs of teachers' current educational practice; (2) It can be closely combined with improving the quality of education in the park; (3) The teaching and research process can be closely combined with teachers' normal educational practice; (4) It is closely integrated with the continuous improvement of teachers' professional growth. When the problems of kindergarten-based teaching and research come from urgent needs, teachers will have motivation, self-growth and work perfection. The process of teaching and research really becomes the teacher's initiative.