What is school-based research?

Question 1: What is school-based training? School-based training 1. Concept analysis First, what is school-based? According to experts' opinions, school-based means "for the school", "in the school" and "based on the school". In layman's terms, it means at the school itself. in school. So, does the school base have to be in a school? Not necessarily, this is too narrow, it should be considered in terms of the school. As long as it is within the school, even inter-school exchanges are for the school and can be understood as school-based. Rather than being carried out by other scientific research institutions. training. "Ciyuan" says, research, study, follow; write, compose. To repair, to grind, to grind; to study, to discuss. For school education work, we want to improve teachers’ education and problem-solving abilities through the research of school administrators, school education scientific research, and teachers, so that they can solve specific problems and difficulties in education and teaching, and skillfully apply existing knowledge. Knowledge serves education and teaching, and improves oneself in teaching and management, constantly updates oneself, gradually constructs one's own teaching style, and improves the quality of education and teaching. ? (1) The connotation and basic characteristics of school-based training Three sentences reveal the connotation and basic characteristics of "school-based training". 1. "For the development of schools and teachers" This is the fundamental purpose of "school-based training". The purpose of "school-based training" is to promote the development of schools and teachers, which is tangible, bit by bit, step by step, visible development. It is manifested in "improving the school's curriculum and teaching, improving the level of school running and education quality, and promoting the professional development and improvement of teachers." 2. "Development based on schools and teachers" This is the basic issue of "school-based training". "School-based training" issues: They are issues that schools and teachers actually discover, think about, and urgently want to solve, rather than issues that are criticized by experts. They are even issues that may seem small and considered superficial by others, but must be studied and solved. . It is reflected in "the main body of learning. While school training promotes the development of students, it must also have the function of promoting the development of teachers." 3. “Through the development of schools and teachers” this is the main strategy of “school-based training”. "School-based training" strategy: "in school (mainly at school), by teachers (mainly teachers), organized and targeted" (including learning, training, further education) and "educational research" (including subject teaching and research) , education and scientific research)" unified work, organically integrated from the purpose, content, form, activities to management, etc., to achieve the integration of "research and training", and then promote the professionalization of teachers "based on the outstanding problems faced by the school and the school Taking the actual needs of development as the starting point, relying on its own resource advantages and characteristics to carry out teacher education." Simply put, "the problems of schools and teachers are mainly solved by schools and teachers through 'training'." (2) Regarding "school-based training" Concept definition 1. Academic definition. The so-called "school-based training" refers to taking the practical problems existing in school education and teachers' work as the entry point and focus, and taking the predetermined goals and the development plans of schools and teachers as the basic direction to meet the needs of The fundamental purpose is to meet the professional development needs of teachers within the school, with the school's own strength and resource advantages as the main support, based on the self-reflection of the school and teachers, and under the interaction (influence) of teacher development as a whole (teaching), and then Under the guidance and professional leadership of education experts, the school designs, plans, arranges and implements a series of staged and hierarchical teacher education (including teacher training, teacher training, teacher further education, and teacher continuing education) and educational research ( Including teaching research and regular teaching research, education and scientific research) to promote learning processes and activities. The core is the school's "integration of teaching and research, scientific research, and training." 2. The so-called "school-based training" is simply: School-based teacher training or teacher education, that is, teacher education activities in schools that use teachers to teach each other, integrate with teaching research, and educational scientific research, with the main goal of improving teacher education and teaching capabilities. In summary, school-based training, As the name suggests, for the development of the school, for the development of students, and for the lifelong development of people, education and teaching research is carried out in schools, such as mutual assistance, professional and expert guidance, reflection in practice, etc. to solve problems in education and teaching, and constantly Update yourself, gradually construct your own teaching style, and improve the quality of education and teaching. 3. About school-based training and school-based teaching and research. In the past few years, there was a lot of talk about school-based teaching and research. What is school-based teaching and research, school-based? Teaching research is to shift the focus of teaching research down to the school, focusing on various specific problems faced by teachers during the course implementation process, with teachers as the main body of research, and theoretical and professional staff participating together.

It is to improve the school's education and teaching and improve the school's education and teaching quality, starting from the actual situation of the school...>>

Question 2: What is school-based teaching and research? School-based teaching and research is "establishing a school-based teaching and research" The abbreviation of "based teaching and research system". School-based teaching research refers to educational research activities carried out with the school as the base, with practical problems in teaching practice within the school as the research content, with school management and teachers as the research subjects, and with the purpose of promoting the mutual development of teachers and students. . School-based teaching research is essentially action research, that is, research in action and action in research. Individual teachers, teacher collectives, and professional researchers are the three core elements of school-based research. They constitute the trinity relationship of school-based research. The self-reflection of individual teachers, the peer assistance of collective teachers, and the professional leadership of professional researchers are the key to carrying out school-based research and The three basic forces and behaviors that promote the professional growth of teachers are three pillars and indispensable. I will focus on the first two aspects below. 1. Teachers’ personal and self-reflection. Self-reflection is a dialogue between teachers and themselves. It is the basis and premise for carrying out school-based research. It is the most common and basic form of activity for school-based teaching and research. Reflection is a process in which teachers take their own professional activities as the object of reflection and examine and analyze their own behaviors in professional activities and the resulting results. Reflection is not a review (or looking back) in the general sense, but introspection, thinking, exploring and solving problems in all aspects of teaching activities, and has the nature of research. Only when school-based teaching research is transformed into teachers' personal self-awareness and voluntary reflective behavior can school-based research have a foundation and be truly implemented. In teaching, teachers regard themselves as the object of research, study their own teaching concepts and practices, and reflect on their own teaching concepts, teaching behaviors and teaching effects. Form their own independent thinking and creative opinions on teaching phenomena and teaching issues, so that they can truly become the masters of teaching and teaching research. Through reflection and research, teachers constantly update teaching concepts, improve teaching behaviors, and enhance the autonomy and purpose of teaching work. nature, overcome passivity and blindness, and improve teaching standards. The path of teacher growth is experience and reflection. Teachers should always use the classroom as a case and use advanced educational and teaching theories as a guide to diagnose and evaluate classroom teaching. Teachers should look back after each class and reflect on what goals they have achieved in this class. What teaching strategies were used? What teaching situations are set? What evaluation methods were used? Which ones are successful? Is there anything else that could be improved? Use reflective diaries as a carrier to record accidental events, random thoughts and feelings in classroom teaching, find the advantages and innovations of classroom teaching, find problems and deficiencies, capture the educational concepts hidden behind teaching behaviors, and find the entry point for improvement. Such reflection can also help teachers understand their own deficiencies, thereby strengthening learning and training in deficiencies in a targeted manner and promoting the improvement of teaching standards. Teaching reflection is the core element of teachers’ professional development and self-growth, and self-reflection is the most important, economical and convenient form of teaching reflection. It requires teachers to "privately" observe and reflect on their own or others' teaching behaviors or teaching concepts based on their own judgment. Its main forms are: 1. Writing post-class cases Some emergencies in class or phenomena worth pondering are difficult to predict before class. After-class cases allow you to record your class situations in detail, and continuously reflect and summarize certain segments and links, so as to maximize strengths and avoid weaknesses and improve the quality of future teaching. 2. Writing reflective notes does not require covering everything. When writing reflective notes for a lesson, you should think about the following questions: In this lesson, which teaching designs achieved the expected results? What wonderful moments are worth recalling? What unexpected issues caught you off guard? etc. When writing notes for the week, you should think about the following questions: In what situations did you feel closest to your students this month? In what situations do you feel most anxious or depressed? What teaching activity am I most proud of? Why? etc. Compared with writing after-class lesson plans, writing reflection notes generally does not require too much ink and time, but it is not as detailed as writing after-class cases, and it is easy to overlook some more important information. 3. Observing teaching videos is an effective form of teaching reflection by observing the videos of outstanding teachers’ open classes and comparing the teaching behaviors of outstanding teachers with their own teaching behaviors to reflect on the shortcomings of their own teaching behaviors. 2. Mutual assistance among teachers and peers. Peer mutual assistance is a dialogue between teachers and peers and is the symbol and soul of school-based research.

School-based research encourages teachers to open themselves up while self-reflecting, strengthen professional discussions, coordination and cooperation between teachers and in teaching activities such as curriculum implementation, and share experiences, learn from each other and support each other,* **Grow together. Peer mutual aid is alive... >>

Question 3: The significance of school-based research in school-based research (1) The focus of teacher training and teacher education has shifted downwards (2) The research is to improve teacher professionalization level and teacher quality (3) Educational research will be more valuable only when it returns to practice (4) Teachers are the key force in educational research (5) Teaching is a process of research and exploration, rather than the simple transmission of ready-made knowledge (6) The establishment of "school-based consciousness" (7) Schools must establish a campus culture of learning, cooperation, exchange and inquiry (8) Opening up will become an important trend in the future development of schools. Elements of school-based research: (1) Self-reflection (2) Peer mutual assistance (3) Professional leadership

Question 4: What is school-based teaching and research (1) The basic interpretation of "school-based teaching and research" ● School-based teaching and research - school-based teaching research - to solve the school's curriculum Teaching research on practical problems in implementation - diversified teaching research activities that start from studying and solving practical problems in the school's curriculum reform, and aim to promote the professional development of teachers in the school and improve teachers' ability to implement new curriculum. The fundamental purpose is to implement the curriculum comprehensively and effectively and improve the quality of education and teaching. ●"School-based teaching and research" and "school-based curriculum" are two fundamentally different concepts. "School-based curriculum" is a type of curriculum independently developed and implemented by schools. "School-based" has three basic elements: based on the school, for the school, and in the school. "School-based teaching and research" are research activities carried out by schools to solve problems in curriculum implementation. "School-based" means that the research problems and the purpose of solving problems are school-based, rather than the scope of teaching and research activities. Therefore, the three elements of "school-based" in school-based teaching and research are: based on the school, for the school, and through multiple channels. ●"School-based teaching research" and "project research" are two different meanings of research. "Project research" is a further summary and improvement based on existing practical experience and research. It is a voluntary behavior of teachers under the incentive policy and needs to be reviewed by the project. The results of project research are generally in the form of research reports, papers or monographs. "School-based teaching research" is research that solves "realistic" problems in teaching practice and is a basic requirement for every teacher. The results of school-based teaching and research are mainly reflected in the solution of practical problems and the improvement of teachers’ professional level and teaching ability. The critical, key, and difficult issues in curriculum implementation can be refined into school-based teaching and research topics, and a cooperative team can be organized to conduct research (without establishing a project) to solve problems in a timely manner and promote experience. Teaching and research topics that have certain theoretical and practical improvement value can be applied for project approval on the basis of school-based research. (2) Basic viewpoints of school-based teaching and research (*** knowledge) 1. The school is the main position of school-based teaching and research, and school-based teaching and research is the key work of the school. It is necessary to establish corresponding management, supervision, and evaluation systems so that the development of school-based teaching and research activities can be incorporated into the school's daily management work and reflected in the school's work (teaching) plan. 2. The principal is the first person responsible for school-based teaching and research and the “leader” in promoting school-based teaching and research. If you have a good principal, you will have a good school. If you have a principal who takes the lead in school-based teaching and research, you will have a learning and research-oriented school. 3. Teachers are the main body of school-based teaching and research. It is necessary to change teachers’ professional lifestyle and build a new teacher teaching and research culture. (part of a teacher’s professional life). With the basic concept of taking root in every class and paying attention to every teacher, we rely on grade-level lesson preparation groups, subject teaching and research groups, or teams formed voluntarily by teachers to create an open environment. Through system + culture, teachers can be placed in real situations. Participate in teaching and research activities with an open mind, solve teachers' practical problems, promote the continuous improvement of teachers' professional level and teaching ability, and form a pragmatic, effective, and lasting development of teaching and research mechanism and new teacher professional culture. It develops from programmatic (system) management to teachers’ intrinsic needs and conscious behaviors. 4. The construction of the school-based teaching and research system is the integration and improvement of advanced domestic and foreign experience. (1) The school-based teaching and research system is the reconstruction of my country’s traditional teaching and research system. (2) School-based teaching and research is the summary and improvement of the independent development experience of schools in my country. Judging from my country's many years of education and teaching practice, many nationally renowned primary and secondary schools have many "school-based" experiences and practices in terms of school running ideas, teaching management, and improving teaching quality. (3) School-based teaching and research is the integration of foreign experience and Chinese characteristics.

From an international perspective, Japan’s teacher “lesson study” (lesson study) started in the last century has very good enlightenment for us. Japan's "teaching research" has two meanings: First, it encourages teachers to enter their own classrooms and do research together with their students. It is a teaching and research action that includes a cycle of "raising questions, formulating plans, taking action, observing, reflecting and modifying plans". It is usually done by "volunteers" *** of university professors and school teachers. Another meaning of teaching research is "Study Lesson", which means opening schools and classrooms to the community and making research courses public. Its important goal is to improve the relationship between teachers and teachers, teachers and students, teachers and parents, etc. Teachers’ professional development is placed in the “workplace”. The effect of Japan's research has been recognized internationally. In the United States, teaching research is promoted as "a powerful way to change the professional development of teachers in the 21st century." Some countries such as Singapore and Iran are also studying teaching research. The enlightenment of the teaching research on us: First, to study the problems in classroom teaching is to ask... >>

Question 5: What is a school-based curriculum? Zaoshang paperless education believes that school-based curriculum is also a school curriculum. As the name suggests, it is a curriculum developed and implemented independently with the school as the main body of curriculum preparation. It is a curriculum relative to the national curriculum and local curriculum. School-based curriculum is a curriculum independently determined by the school in addition to the nationally prescribed curriculum in order to implement the school's educational characteristics, develop students' strengths, and bring into play the characteristics of teachers.

Question 6: What school-based training plans are needed for primary school-based training?

1. The guiding ideology of school-based training

School-based training is based on the actual teaching of the school and based on the school Development, student development, and teacher development are the basis, with the subject group as the unit, with the improvement of teachers' educational and teaching capabilities as the center, focusing on the study of educational theory, with cooperation and exchange as the channel, and based on the school reality, teaching reality, and personal reality, promoting the general public Teachers learn by doing and improve their English subject performance. Grow through reflection and improve through research to adapt to the needs of basic education curriculum reform and development, improve the effectiveness of education and teaching on a large scale, create a strong school-based training culture, and promote the sustainable development of school education and teaching.

2. Goals of school-based training

1. Adhere to the school-based approach, strengthen English teaching and improve teaching performance. Strive to build a high-quality teaching team with solid professional knowledge, specialties, modern educational concepts, mastery of modern educational methods, and innovative spirit.

2. Actively explore listening teaching models.

3. Further publicize and establish the new concept of school-based training. Accelerate the transformation of teachers' roles. Establish a new outlook on teachers and students, a scientific outlook on teaching, a lifelong learning outlook, and a harmonious career outlook. Realize the transformation of teachers' roles: teachers transform from imparters of knowledge to promoters and guides of student learning; from mere teaching executors to optimizers of cultural knowledge and researchers of teaching; from teachers to learners ; Transformed from a preacher to a life model.

4. Do a good job in research on existing topics and start planning the next round of topic research.

3. Guarantees and measures for school-based training

School-based teaching and research should focus on classroom teaching, with collective lesson preparation activities as an important carrier. Insist on carrying out collective lesson preparation activities, pool teaching wisdom, form a subject teaching resource library, achieve overall optimization, and promote common improvement.

Based on the actual situation of the school, we will strive to explore a new and applicable school-based training path. The main thing for school-based teaching and research is the strong support of the school to ensure training. Adopt self-reflection, peer assistance, and professional guidance.

The school has established a supervision team to organize teaching and research and provide required listening equipment.

1. Self-reflection

When studying practical problems in their own classroom teaching, teachers should strengthen teaching reflection and reflection on their own educational behaviors, and pay attention to the accumulation of cases. In order for teachers to develop the habit of learning and reflection, I think they should: A. Write an educational narrative and teaching experience summary in each issue; B. Complete a teaching design that is readjusted after post-class reflection every month; C. Strengthen the completion of each issue Reflect on the teaching of each class; D. Complete a typical case that you are satisfied with in each period; E. Do a careful post-reading reflection.

Solve the problems encountered in teaching practice and integrate daily teaching work with teaching research, so that teachers can gradually grow.

2. Peer-to-peer assistance

Encourage teachers to communicate in a timely manner on problems, reflections, and cases in teaching. During the school-based training activities, we discuss, brainstorm, and explore solutions together, giving full play to the role of peer support and sharing of experience. Make full use of collective teaching and research time to carry out mutual assistance among peers in the same group. For each activity, each group and each teaching and research collaboration area must select representative reflections, cases, puzzles, demonstration lessons, research lessons, outstanding lessons, or issues involved in collective lesson preparation as the discussion content. A central spokesperson must be designated, and everyone can brainstorm on an equal basis. Communicate, seek differences and innovation, inspire each other, and realize the sharing of experience.

3. Professional guidance

The school business guidance group takes business guidance. The school organizes lectures, class evaluations, participation in seminars, case evaluations, reflections, and helps guide the development of school-based teaching and research activities, giving full play to their professional leadership role.

4. Arrangement of training activities

August: 1. School-based training; 2. Organize teachers to participate in distance education; 3. Strengthen the training of lessons and cases; 4. Collect class work Summary, summary of personal training.

September: 1. In the training plan of the teaching and research group, formulate a personal training plan;

2. Prepare a plan for school-based teaching materials; 3. Cooperate with the compilation of school-based teaching materials and organize test seminars for each grade; 6. Implement the work of the research group; 7. Organize the selection of outstanding “teaching design” and “teaching cases”.

October: 1. Inspect the implementation of the training work of the team; 2. Organize teacher exchanges and learning; 3. Carry out training evaluation activities in an all-round way.

November: 1. Check the implementation of training work; 2. The training team holds demonstration class teaching evaluation and learning activities; 3. Organize teachers to write their experiences.

December: 1. Comprehensively carry out evaluation activities; 2. Semester summary of the training group; 3. Winter vacation lesson preparation arrangements; 4. Collection and summary of reading notes and reflection diaries. ...>>