The introduction of the guiding outline of kindergarten education, a forward-looking guiding document, has brought new challenges to our kindergarten teachers. Implementing the "Outline" is an arduous and long-term task, that is, to put

The spirit of "Outline" is fully integrated into kindergarten education practice. Teachers are the most important and basic force in kindergarten education and the most important and direct creator of high-quality preschool education. Requirements of high-quality preschool education

It will eventually turn into a requirement for teachers, that is, an expectation for teachers' professional growth.

As a teaching and research method, "one lesson and three research" pays attention to the development of curriculum, children and teachers at the same time. Therefore, since the implementation of curriculum reform, it has attracted the attention of preschool teachers. Some high-quality kindergartens in some developed areas such as Shanghai have taken the lead in making useful attempts and explorations.

Our garden is located in a mountainous area, and teachers' teaching strategies and methods are relatively backward. Teachers are always confused about how to put advanced educational ideas into educational practice and guide educational behavior, which greatly hinders the pace of teachers' transformation from "experience" to "research".

In order to explore how to promote teachers' professional growth through effective teaching and research forms and ways, we intend to carry out research on this topic. This will play a positive role in promoting the kindergarten-based teaching and research and curriculum setting in our park.

Second, the theoretical basis of the research.

1. Katz, an American preschool education expert, believes that the specialty of preschool teachers should be: in educational work, profound and meticulous knowledge can be used as the standard of judgment and action. In other words, preschool teachers should have research and reflection.

Ability. "Research-oriented teacher" is not only a new theoretical trend in the world, but also a realistic requirement for preschool teachers in China. As the famous German educational psychologist pointed out, "If you put

Creativity, as an educational goal, is based on creative teachers. "

2. The outline emphasizes that "teachers should be the supporters, collaborators and guides of children's learning activities", "the organization and implementation of educational activities is the process of teachers' creative labor" and "kindergarten education evaluation"

Teachers' self-evaluation, the process of evaluation is the process of participation, mutual support and cooperation, the process of teachers using professional knowledge to examine educational practice, find, analyze, study and solve problems, and the process of teachers' self-growth.

The concept of "important approach" puts forward higher and new requirements for teachers' roles and tasks in kindergarten education practice.

Third, the definition of related concepts

One lesson and three research: refers to the practical research activities carried out by the same teacher or different teachers in the teaching and research group for the same activity (mainly kindergarten learning activities), in which different teaching strategies are compared, new teaching methods and organizational forms are tried, and the confusion, existing problems and value orientation of goals in teaching are discussed.

Teachers' professional growth: refers to the process that teachers rely on professional organizations to acquire professional knowledge and skills in education through lifelong professional training, implement professional autonomy, show professional ethics and continuously improve their professional ability.

Four. Research objectives and contents

Goal:

Through research, bridge teachers' theory and practice; Stimulate teachers to actively learn new theoretical knowledge and improve their ability to use theory to guide practice; Deepen the understanding of theory in practice and internalize it into your own cognitive structure; Improve teachers' teaching level and practical reflection ability, and form a group atmosphere of unity, cooperation, trust and support.

Content:

1. Understand the same expected value, expected goal and professional development direction of teachers. Understand teachers' puzzles and problems in teaching practice.

2. Discuss how to give full play to individual advantages and group wisdom in the activities of "one person in one class, three graduate studies" and "two people in one class, three graduate studies", discuss around predetermined topics, and transfer teaching and research experience to daily and random.

Research methods and steps of verbs (abbreviation of verb)

1. Establish a research team, with the director as the head of the research team and the members of the research team as the members of the teaching and research team in the park.

2. Comprehensive use of questionnaire survey, action research, practical reflection and case analysis.

3. Taking "How can teachers become supporters, collaborators and guides of children's learning activities" as the general direction of discussion, the questions are collected through questionnaires and interviews, and classified and summarized to determine "the formulation of activity objectives and the availability of materials"

Effective transmission, how to ask effective questions, how to guide effectively according to children's individual differences, how to create a harmonious, cordial and relaxed atmosphere for activities, how to guide children to observe carefully and how to guide them.

Seven research topics, such as "how to guide children to express boldly in music activities" and "how to stimulate small-class children's desire to participate in inquiry", take the field of science and art as the starting point and pass the "three sessions of research in one class" (multiple rounds in one class).

Cross to "two people, three research classes" (heterogeneous in the same class), and carry out research activities in large, medium and small classes respectively. Taking teachers as the research subject, we focus on "teachers" (teachers' educational ideas and teaching behaviors) and neglect "classes" (activity framework

And links) to highlight teachers' subjectivity.

The first stage: (September 2006-2006 10)

1, do a good job in the demonstration of the subject, so that all members can clearly understand the significance and steps of the research and further optimize the research plan.

2. Design a questionnaire, interview the teachers in the whole school, fully understand the teachers' expectations, goals and directions for their own professional growth, and understand the teachers' puzzles and problems in teaching practice. According to the statistical results, the investigation report is written and the corresponding countermeasures are put forward.

3. Organize teachers to train and learn relevant theories, improve teachers' self-reflection and peer-to-peer awareness, and create a harmonious and trusting research humanistic environment.

Phase II: (2006,11—— June 2007)

1. Select four members of the research group to conduct teaching research around the established topics in the form of "one class, three topics" in the cycle of "learning, practice, discussion, reflection, practice, discussion and re-reflection". The main members of the research group observe, evaluate and modify the activity plan, and submit lesson examples, cases and personal reflection records of each stage of the three topics.

2. Carry out teaching observation activities, show the achievements of three research projects to the whole park, and share effective educational strategies.

The third stage: (September 2007-April 2008) The research work in this stage is mainly:

1. Focusing on the selected research topic, we will carry out teaching research in the form of "two people, one class and three research", and together with others, we will interpret the educational concept behind our teaching behavior, learn from each other's strong points, and sublimate our experience into theory.

2. Summarize teaching strategies, collect classroom cases and personal reflection records at all stages of teaching and research activities, arrange and file them, and feed them back to the research group.

3. Optimize the research course and show it to the whole park.

The fourth stage: (May 2008-June 2008) The research work in this stage is mainly:

Write research reports on general projects, compile excellent lesson plans and case sets, collect reflection records, and exchange research results throughout the park.

VI. Research Results and Analysis

Through two years' practice and research, the members of the research group have a profound understanding, a brand-new understanding of seminar activities, great changes in educational concepts and teaching behaviors, and great progress in theory and practice.

1, coach's growth

After receiving the research task, the teaching teacher should first learn and internalize the relevant theories in the corresponding research topic, and then submit the teaching plan for "one study". After the "one research" activity, he was not in a hurry to discuss, but stayed.

In the next few days, I will give teachers self-reflection and analysis, learn to analyze their teaching behavior with educational theory, form written reflection materials, communicate with the members of the research group, and internalize the group in the atmosphere of "research teachers"

Wisdom, and receive group questions: whether the goal is appropriate, whether the teacher's questions are effective, and whether the guidance is in place. , then reflect, then discuss, and so on, forming three investigations and three reflections.

The development of "one lesson and three research activities" has changed teachers' traditional way of thinking, learned to reflect, learned to examine their teaching behavior with new ideas, and found many problems that they never realized in reflection.

Intermittent teaching and reflection have improved the tutor's teaching ability in the process of tempering. Teachers use theory to guide practice, and when making teaching goals, they learn to consider the comprehensiveness and appropriateness of goal design, so as to be clear, specific and capable.

The methods and educational strategies adopted in reflection activities, whether the teaching tools put in are vivid and intuitive, whether they conform to the age and physical and mental characteristics of young children, and whether they serve the educational goals are gradually changing in the cycle of practice, discussion and reflection.

Promote educational ideas and behaviors, and accelerate the transformation from experienced teachers to research teachers.