How to effectively carry out teaching and research activities

Improve the effectiveness of teaching and research group activities. The teaching and research group has been the most basic entity in teaching and research for a long time, but this does not mean that the activities of the teaching and research group are all effective and efficient. In my understanding, effectiveness has three meanings:

Efficiency: refers to the ratio of the total amount of work to the working time. We should abandon "doing twice the result with half the effort" and pursue "doing twice the result with half the effort."

Effectiveness: Is there any effect? ??It depends on the change value of teachers before participating in school-based teaching research and after participating in school-based teaching research? Effective school-based teaching and research should come with confusion, and leave with new thinking and new questions generated during the process of participating in the research.

Effectiveness: It is the ratio of input and output. It is necessary to encourage teachers to be willing to devote themselves to teaching and research activities as much as possible. If the output is not proportional to the input, then school-based teaching and research will not be as good as individual independent training, which will make school-based teaching and research lose the meaning of its existence.

How to improve the effectiveness of teaching and research group activities, I summarize it into five aspects, namely:

(1) Improving the working ability of the teaching and research group leader - the key to effective activities

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(2) Carefully select teaching and research content to meet the actual needs of teachers - the basis for effective activities

(3) Teaching and research methods based on "dialogue" - the prerequisite for effective activities

(4) All members participate in the whole process of teaching and research activities - a guarantee for the effectiveness of the activities

(5) Gradually improve the evaluation system - a booster for the effectiveness of the activities

Five points , focus on the fourth point of communication and describe in detail how we do it, while the other four points are just a glimpse of the water.

(1) Improve the working ability of the teaching and research team leader - the key to effective activities

1. Provide guidance, help and monitoring

2. Cultivate the team leader's self The habit of reflection

3. Evaluate teaching and research team leaders from multiple perspectives

(2) Carefully select teaching and research content to meet the actual needs of teachers - the basis for effective activities

< p>1. The research questions come from the real teaching environment.

2. Thematic research content series.

(3) Teaching and research methods based on "dialogue" - the prerequisite for effective activities

1. Dialogue is based on self-thinking

2. Dialogue must be democratic atmosphere.

3. Diverse dialogue channels.

(4) All members participate in the whole process of teaching and research activities - the guarantee of the effectiveness of the activities

The work that originally belongs to the teaching and research team leader or class teacher should involve every teacher from beginning to end Among them, the focus has shifted from a teacher to how to actively participate in every living individual and pay attention to each living individual's thinking about teaching, so that each of our teachers can develop in the teaching and research group activities.

Focus on the problem stage: Each teacher asks one to two questions that are of research value or confusing, or raises a question with unique insights every week. These questions can come from your own understanding of the teaching materials, analysis of students, or your own classroom practice, or they can come from what you think after listening to other people's classroom practice. For example, this semester, we carried out a class listening activity for school-based teaching and research to discover real problems. Each teacher must submit two questions after listening to a class. (Example reading) The teaching and research team uses weekly activity time to discuss and solve problems on the spot through problem consultation, problem answering, etc. If it cannot be solved, it will gradually peel off its non-qualified things during the discussion process, so that The problem was clarified and gradually focused, and finally this problem became the research topic of the next semester.

Intelligence gathering stage: After the teaching and research topic is generated, every member of the group will work together. Everyone has their own tasks. Either analysis of the current situation, guidance of ideas, or collection of cases. In this process, each teacher is task-driven and actively explores knowledge related to the topic. In this process of searching for information, it helps each teacher improve the research topic.

Research stage with classes as the carrier: Research should be combined with classes, and very good thinking must also be tested and evaluated through practice. In the process, it is necessary to change the teaching and research method in which one person is responsible for teaching and research in class, and encourage every teacher to intervene in advance and work with the class teacher through every link of writing lesson plans, trial teaching, and class, so as to achieve mutual growth in this process of grinding together. .

The mathematics teaching and research group of our school once carried out a municipal school-based teaching and research exhibition event on March 25, 2005. This event is an early intervention activity. The research theme of this event is: How to carry out effective independent exploration. The process is as follows:

● Determination of topics and evaluation dimensions

Determination of topics In teaching and research courses, the determination of topics is generally decided by the teaching teacher, but we The process of topic determination serves as a process for the whole group of teachers to study the teaching materials and clarify what kind of teaching content is suitable for this learning method.

Step 1: Study the teaching materials, and based on the theoretical knowledge of independent inquiry, personal understanding and teaching progress, determine the topics that you think are suitable for independent inquiry learning.

Session 2: Exchange and discussion, which class do I think is suitable for the application of independent inquiry? Why do I think so? On the basis of the discussion, two courses were finally determined.

Determination of the dimension of lesson evaluation. Whole-group discussion: Is it okay to just focus on the evaluation method of classroom teaching strategies? How can it be more conducive to forming a clear understanding of the topic? The result of the discussion: Lesson evaluation should formulate the dimensions of lesson evaluation around the theme, so that the anatomy of the lesson can be more targeted and our thinking can be deeper. Discuss again: What is the basis for proposing the dimension of course evaluation? What dimensions are proposed? Research results: The dimensions of lesson evaluation should be proposed based on the gap between some teaching behaviors that occurred in the early stage and independent inquiry learning. The proposed dimensions should play a more important role in the learning method of independent inquiry. Finally, we established four dimensions for class evaluation and assigned two to three teachers to focus on each dimension.

● Trial teaching and suggestions for modifications

Before the trial teaching, we require the two teachers to prepare their own teaching plans. Reason one: Everyone has their own ideas and respect teachers’ originality; Reason two: Change teachers’ psychology and behavior of relying on the guidance of others. The first trial teaching was held on March 11. As usual, the entire group of teachers attended the class and held an after-class discussion in the afternoon. The discussion includes: 1. Lecture: The key is to let the teaching teacher tell you how you understand the teaching material? What is the target positioning? What details did you use to implement your goals? 2. Teacher evaluation: Which link is not good enough or clear enough? And question the teaching teacher, what is the purpose of your design? And ask whether it can be improved in this way, which will be more conducive to achieving the goal?

● Classroom teaching demonstration, seminar activities for teachers of mathematics group and teachers of other subjects

Show the crystallization of collective wisdom, so that each teacher can see whether our improved strategies are beneficial Achieve the expected teaching goals and reflect on the reasons for success or shortcomings together in order to achieve common development.

Looking back at this process of all teachers moving together, the process contains dialogue between all teachers and the text, dialogue with students, dialogue with themselves, and dialogue with others. Dialogue turns teaching and research activities into a process of creation and generation. Dialogue promotes the mutual growth of every teacher. Dialogue promotes the formation of the school's teaching and research group culture.

Theme summary stage: Teaching and research without reflection has no depth, and its effectiveness is bound to be low. After the teaching research on a certain topic comes to an end, teachers should be guided to seize the links of teachers' lectures, classes, and evaluations, so that teachers can find the growth points of the research through self-comparison, peer evaluation, and collective reflection, and conduct research on the research topic over a period of time. Carry out in-depth practical anatomy, accumulate original materials for teaching and learning, process and construct the materials under the guidance of relevant educational theories, and form case studies with a certain theoretical color. After verification through case teaching, until typical cases are qualified for education The thesis requirements are refined and integrated into the theoretical framework of the educational thesis. In this way, teachers' research can be improved from the intuitive, perceptual, and experiential level to the level of integrating theory with practice and revealing essential characteristics and causal relationships. Every teacher in the teaching and research group goes through the above-mentioned entire process once in one semester. As long as they persevere, the quality and effectiveness of teaching and research activities will be significantly improved.

(5) Gradually improve the evaluation system - an effective booster for activities

Give full play to the guiding role of evaluation, carry out extensive and in-depth activities to create brand teaching and research groups within the school, from the "teaching and research team leader" Responsible, teaching and research activities are standardized and distinctive, teaching routine quality monitoring is effective, teaching and research atmosphere is strong, teaching and research has actual results, and others" are evaluated in six aspects.

Set up examples in the school, lead the way, expand ideas, and lead the teaching and research group to continuously improve the quality, thereby forming a teaching and research atmosphere of comparison, learning, catching up, advocating academics, and advocating research, and promoting the effective development of teaching and research group activities.