How to organize kindergarten-based teaching and research activities

In kindergarten teaching and research activities, kindergarten-based teaching and research not only meets the needs of kindergarten's own development, but also is based on the long-term development of kindergarten, which has a positive role and significance in promoting the professional growth of kindergarten teachers. In recent years, according to the requirements of the new Outline, kindergartens actively expand the content and form of kindergarten-based teaching and research, attach importance to solving the * * * problems in teachers' practical work in the form of "research", and help teachers guide their own practice with advanced ideas, thus promoting the improvement of teachers' own level, accelerating the pace of teachers' professional growth, and making teachers' professional growth embark on the track of independent development from leading development. First, establish a new concept of kindergarten-based teaching and research. The fundamental purpose of "kindergarten-based teaching and research" is not to teach teachers some ready-made research methods, but to induce teachers' creative potential and "awaken" teachers' sense of life and value from their sleeping self-consciousness and mind. To create a democratic research atmosphere and encourage teachers to learn independently, the relationship between people in teaching and research activities is based on equality and mutual assistance. Only by participating in the discussion of every teaching and research activity with a sincere and peaceful attitude and establishing an equal dialogue relationship can we really stimulate the wisdom of the group and give full play to the potential of each teacher. Secondly, teaching and research needs professional guidance. Teaching and research activities are an important platform for teachers' professional development, and every teaching and research activity needs to be conducive to teachers' professional development. Therefore, teachers need the "professional guidance" of preschool education researchers in teaching and research activities. Only with the guidance, it is possible to make a breakthrough in teaching and research activities and gradually form a tacit understanding and understanding in the depths of teachers' hearts. Finally, teaching and research also needs the wisdom of the team. 2. Exploring a new form of kindergarten-based teaching and research "Kindergarten-based teaching and research" has built an interactive platform between theory and practice for the transformation of teachers' roles and has become the main channel to promote teachers' professional growth. In the process of kindergarten-based teaching and research, kindergartens should not only pay attention to the overall guidance of teachers, but also pay attention to the guidance of teachers' self-development and professional growth. By investigating and understanding the different needs of the form and content of teaching and research activities, we should pay attention to the practical difficulties of teachers in education and teaching, actively play the leading, communicating and learning roles of kindergarten-based teaching and research, listen to teachers' voices, collect teachers' confusion, strive to meet the needs of teachers at all levels, broaden the types of teaching and research activities, and strive to reflect the authenticity of teaching, the simplicity of research and the solidity of garden-based. Our kindergarten focuses on the following kindergarten-based teaching and research forms that teachers pay attention to and need: 1. "Group learning" teaching and research. Teachers in the whole park, with teaching and research groups and research groups, are exploring the road of teaching reform and "crossing the river by feeling the stones", while strengthening group learning and avoiding blindness with the power of learning. Handle tasks in a "maximum" way and work on the edge of "capacity limit" Constantly "problem-solving" seemingly routine behaviors, and reinvesting brain resources to solve expanding new problems. 2. Case teaching and research. In teachers' educational practice, some problem children are always difficult problems for teachers, so case-based teaching and research is of great help to improve teachers' educational work. Conduct case teaching and research once a month, collect cases for discussion among teachers, then organize teachers to find information, conduct collective teaching and research, analyze children's age characteristics and psychological characteristics, prescribe the right medicine, and find the correct solution. 3. Serial follow-up teaching and research. Through the "serial follow-up" to implement the improvement plan of young teachers' classroom teaching, we can grasp the * * * sexual problems and gradually improve the classroom teaching ability of young teachers. In the "chain follow-up", we ask teachers to summarize and sort out the activity plan, post-activity reflection, teacher's evaluation and adjustment plan in time, and finally form a complete and quality written material as a reference for future design and organization of activities. Through "serial follow-up", teachers are urged to find and analyze problems, especially to explore "what" and "why", gradually change their educational behavior and enhance their educational wisdom, thus better promoting the development of children. 4. Puzzle-solving teaching and research. Teachers always encounter some hot and difficult problems in teaching practice, such as "appreciation and comment of music teaching", "how to guide children to express their imagination in art teaching" and "questions in language teaching". We first organize teachers to exchange and discuss in the form of "groups" and use collective wisdom to solve difficult questions, and then encourage teachers to practice-reflect-and then encourage them to do so. Kindergartens cooperate, open and communicate with each other, and fully tap the potential and resources of different kindergartens on the basis of teaching research in their own kindergartens, so as to realize the sharing of high-quality resources, complement each other's advantages and seek common development. There are countless ways to carry out kindergarten-based teaching and research activities. We encourage teachers to spontaneously form various small teaching and research teams, conduct collective teaching and research selectively and pertinently, and also advocate teachers to conduct random teaching and research activities, actively communicate and discuss with colleagues around them when encountering problems, and build a relaxed platform for teaching and research activities, so that teachers can have more opportunities to communicate, so that they can develop in individual communication and improve in group sharing. In this way, teachers attach great importance to their rational thinking before participating in activities, and all hope that their opinions will be affirmed by everyone. In teaching and research activities, we should attach importance to creating opportunities for each teacher to speak, respect their rights, cultivate their courage and exercise their wisdom. Advocate teachers to express their opinions and justify themselves; Confrontation of views, discussion and contention; Don't make a conclusion, take what you need. In practice, we are good at grasping the random teaching and research contents spontaneously formed among teachers, protecting teachers' enthusiasm for participating in teaching and research, urging teachers to look at problems from a professional perspective, making progress together, and forming a new atmosphere of kindergarten-based teaching and research in kindergartens. In the practice and exploration of kindergarten-based teaching and research activities, we should devote ourselves to creating a kindergarten-based teaching and research model that pays attention to teachers' needs, guiding it with advanced ideas and exploring it with action research. Diversified kindergarten-based teaching and research activities are leading the growth of teachers, making them constantly reflect on their own educational practice, actively explore and solve problems in educational practice, and strive to improve the scientificity and rationality of educational practice. We are still far away from expert teachers, so we need to make further efforts to implement the spirit of the new outline, turn the spirit of the new outline into educational practice, and promote the healthy growth of children with scientific education.