The leader of the teaching and research team needs to understand the current needs of the teachers, prepare some thinking in advance for the teachers, give teachers opportunities to show themselves du

The leader of the teaching and research team needs to understand the current needs of the teachers, prepare some thinking in advance for the teachers, give teachers opportunities to show themselves during the activities, and put thinking throughout the reflection before, during and after the teaching and research activities. . Through "brainstorming", "speeches", "diagrams", "arguments", "video observations", "role plays" and other vivid forms to stimulate teachers' active participation, train teachers in practice and gradually help teachers develop thinking habits. 2. Guide teachers’ thinking in daily work. Give each teacher the opportunity to independently assume appropriate tasks. Through the formulation and modification of various plans, continuous adjustments in practice, and summary reflection after the completion of the plan, we gradually help teachers develop clear goals, orderly processes, and flexible thinking. Way. (3) Promote teachers’ cooperative development through class team building. For primary and secondary school teachers, the cooperation between teachers lies more in exchanges and discussions on the teaching of similar subjects, while early childhood teachers need more cooperation in class teams, because early childhood education is more directed towards the complete and harmonious development of each child. Nowadays, most kindergartens adopt a post-appointment system, in which the head teacher appoints the teachers and caregivers of the class. This is the basis for class teamwork. The actual work of kindergartens also requires cooperation and communication between two teachers in the same class, such as the care of children. Observation records, design of class environment, development of theme activities, etc. However, since class work mainly relies on the organization of the class teacher, as the class teacher, he does not have as much influence as the head of the teaching and research team and the principal. At the same time, a large amount of daily work in the class is still carried out by two teachers and one child care worker. How to promote the class team Cooperation still requires some strategies. 1. Pay attention to the status of class management in kindergarten management activities, and provide class teachers with a large number of opportunities to practice, display and communicate, such as class plans and summary exchanges, posting and announcing the contents of monthly class meetings, etc., which will continue to be in the minds of teachers Strengthen the awareness of class team. 2. Help teachers experience methods and strategies for class cooperation through the design and organization of some activities. For example, our park once organized a badminton competition with the class team as the core, allowing teachers to experience the importance and strategies of class cooperation. 3. Guide teachers to try to infiltrate the concept of teamwork into the daily teaching of the class, parent work, child observation and recording, etc., gradually summarize the cooperation methods suitable for teachers in this class, and promote each other in the communication between classes. The cooperation method between the two teachers in each class is personalized. According to the characteristics of the two teachers, they allocate their own work. For example, if the old teacher leads the new class, one will lead the teaching work, and the other will do a lot of preparation, recording, etc. ; In a class where both are young backbone teachers, basically all work is organized on a weekly or daily basis. They communicate about children's learning and development at noon every day, and pay attention to mutual learning promotion. There are still differences in the degree of cooperation between different classes. Our kindergarten once organized a half-day activity for classes to observe each other, in which the cooperation of two teachers was a special observation and exchange content. During the exchange activities, the teachers found that some classes The two teachers are good at communicating with each other through eye contact and have a relatively tacit understanding; in some classes, the two teachers each do their own thing and there is little real-time communication. By observing each other, we learn from each other's strengths and complement each other's weaknesses, and consciously improve the level of cooperation in our classes. 4. Appropriate intervention of managers to provide direct help. Different teachers have different ways of communicating and cooperating. Managers should be good at discovering the little things in daily life and seizing opportunities to help. Example: A head teacher in our kindergarten has strong work ability and strong sense of responsibility. Her work is recognized by leaders and parents, and her colleagues respect her. However, when hiring an optimal combination, no teacher is willing to take the initiative to work with her. The reason is cooperation. It’s quite difficult and too subjective. After secret coordination by the author, a new team was successfully formed. She was not informed of this situation, because the respect and support of the team are very important to a teacher, and being isolated will cause serious damage. In the new semester's work, the author pays more attention to this issue and strives to help improve it in daily ways.In view of the different characteristics of teachers in each class, the form of cooperation is determined by each class, and there are no unified requirements. For example, in some classes, one teacher is breastfeeding, and the other head teacher will take on more pioneering work. , let lactation teachers focus on recording and analysis. This kind of cooperation method is constantly adjusted by the class itself at work. Now the cooperation between each class is not limited to the complementarity of teachers' skills in the past, but to maximize the comprehensive advantages of the cooperation between the two teachers and apply it to teaching research, parent work, class publicity, etc. Each class gradually has With their own unique colors, a personalized class team has initially been formed. 6. Existing problems and further research directions in teacher team building. As mentioned in the previous article, experiential training must be combined with various management systems in kindergartens to more efficiently promote early childhood teacher team building. The experiential training itself must also be based on The actual work situation continues to deepen and innovate, all of which need to be explored in future work. In addition, in practice, we are increasingly aware of the importance of cooperation among class members. This is the basis for teacher team building. The construction of class teams will also promote the construction of class curriculum, which is also the basis for the construction of kindergarten-based curriculum. , At present, our park has achieved initial results in creating personalized classes, but the experience in this area is still relatively superficial. How to continue to deepen class team building and summarize experience still requires further exploration.