Summary of teaching and research work in kindergartens 20 18 (1) 1. Strengthen your study and further strengthen your thinking.
Teachers in our garden are in a very weak position, which often brings a lot of confusion to learning and research, reflecting the shortage of teachers' professional level, especially the disconnection between the change of ideas and practice and action, and the lack of practice summary and discussion, which often makes teaching stop or progress too slowly. This semester, the promulgation of teaching materials has helped us find the way forward. However, there are still many shortcomings. Therefore, this semester, according to the actual situation of kindergarten, our garden strengthened the construction of teaching and research group, carried out colorful teaching and research learning activities, focused on the study and implementation of new teaching materials, and changed the teaching and research learning methods once every two weeks. Study and discuss, study while studying, understand the spirit from it, and change teachers' curriculum concept. Secondly, by participating in the trial study, you can read the teaching materials carefully and prepare lessons together, so that teachers can understand the different designs of the teaching materials and show their different styles. In addition, we also analyzed different cases, dissected different design methods in cases, and showed them in the form of questions. Then we can discuss and solve it together, so that the design of program activities is more complete, the case analysis is more intuitive and vivid, and it is more suitable for our teacher's weak learning environment. This semester, according to the content of school-based training and the interpretation and implementation of the new textbook, we invited experts from the teaching and research section to give lectures, so that everyone can further understand and implement the new textbook. Through various forms of learning activities, teachers have made it clear that their outdated ideas and their own quality are obstacles to their behavior. Only by improving the professional level can we adapt to the development of modern preschool education. Of course, through learning, teachers have a new understanding in the implementation process, they can boldly express their views and opinions, and are willing to put forward various questions and suggestions, so that we can solve the current problems with clues in learning, so that teachers can form a kind of thinking in search, find answers in reflection, and solve doubts among peers, so as to constantly improve new ideas and better practice new textbooks.
Second, continue to pay attention to practice and strive to gradually adapt to the development of reform.
Because the content of kindergarten education activities is flexible and selective. Therefore, it is difficult for teachers to have a unified understanding and understanding only by theoretical study. There are many difficulties in practicing new textbooks at present. (such as the selection and arrangement of content, the organization and implementation of generated content, the quality of teachers themselves, etc. Therefore, in addition to giving teachers the right to choose teaching materials and giving them a certain amount of time and space, the key point is to let them practice and find problems in operation. In addition, strengthen collective communication, team communication time, and try to pass on new and good experiences to other teachers in time. For example, observation and recording, case analysis, essays and so on. Can be hung on the campus network to communicate. The spirit of continuous understanding in the process of trying. Through practical experience, this semester, teachers have a new understanding of kindergarten curriculum. The active participation of activities is good, and the design of teaching activities can consider children's needs, such as "gloves" and "autumn fruits". The whole activity fully embodies new ideas. The activities are mainly games, with a combination of static and dynamic, natural activities and very appropriate content. Activities pay full attention to children's needs and meet their requirements. Although there are still many problems, we believe that through continuous practice and trial, the atmosphere of teaching and research will become stronger and stronger.
Third, strengthen reflective learning and deepen special research.
According to the actual situation of the park, group discussion is adopted this semester to make the discussion activities more flexible and operable. Because, according to the age characteristics of children and the needs of physical and mental development, the content of teaching materials is different. So different ages have different teaching materials. In the discussion, everyone studies and reflects on the contents of their textbooks, and finds the entrance to the problem from reflection. In the process of activities, through integrated learning, teachers can establish integrated ideas from little by little, sum up experience from discussion, list problems, and then discuss problems together to find information to solve them. For example, in the theme activities, the integration of various parts of the content, means and forms, disciplines, and all aspects of the day's activities. Through these questions, teachers can discuss and practice with questions, share and communicate with each other in each group activity, and constantly reflect on learning and summarize and refine. Change the previous simple guidance into dialogue and discussion. In addition, through the children's case records this semester, seeking personalized development, that is, developing teachers' observation and recording ability, is helpful to integrate comprehensiveness.
Reflective learning has brought many reflective experiences to teachers, especially special research, which needs reflection and summary. This semester, in order to deepen special research and improve teachers' professional level, our garden carried out research and practice activities in each class based on its own garden situation and actual special research. All teachers actively participated in the design of the activity plan, deepened and improved the special research, and further promoted the development of educational reform. Guided by audio-visual education, small classes pay attention to the formation and development of children's habits, middle classes pay attention to the development of children's hands and brains, and large classes pay attention to the development of children's emotions and attitudes. Finally, they communicate in the form of thematic summary, so that the integrated ideas can lead the development of educational reform.
Fourth, use parents' resources to promote the development of educational protection activities.
This semester, we pay attention to the development and utilization of parents' resources, make full use of parents' resources to guide children to explore and promote their own cultivation. At the same time, we should also give full play to the role of parents, guide parents to use family education resources, and guide children to express themselves, develop themselves and accumulate life experience. Such as: carrying out theme activities, < interesting radish > Sometimes, we will use parents' resources to collect rural natural resources, and some representative beans, cereals, vegetables, fruits and so on have entered our classroom. Greatly enriched the children's operating materials. Parents' participation expands the time and space of children's inquiry activities, broadens the research channels and effectively promotes children's development.
In short, in the face of a major turning point in early childhood education, everyone needs to strengthen study, strengthen reflection and learn to reflect. Only by constant reflection can there be continuous innovation.
Kindergarten teaching and research work summarizes the trend of progress and social change in the 20 18 (II) era, constantly puts forward new topics of reform and development, explores in reform and competition, and practices in learning and reflection. We regard curriculum reform as an opportunity for development, actively create an environment of self-pursuit and self-pressure, and make unremitting efforts. The whole park actively participates in the practice of curriculum reform, taking the curriculum reform as an opportunity to promote the independent development of kindergartens. The key to implementing the educational concept and spirit of the new syllabus lies in teachers. This semester, according to the actual situation of our garden, we carried out some activities to continuously improve teachers' teaching ability.
The first is to change teachers' educational concepts with special seminars as the starting point.
This semester, we focus on some special seminars. In the course of study, practice and thinking, we have some knowledge and ideas about curriculum reform. For example, in the activities of the teaching and research group, we discussed the "presupposition and generation of activities", and we first got a new understanding of the relationship between "generation and presupposition". Previously, more teachers thought that the generation activity was a hot topic for children or a newly discovered activity. In addition, activities that are only produced by children and obviously preset by teachers are also classified as biological activities. Now, teachers know that presupposition and generation are intertwined, inseparable and can be transformed into each other. The generated topics can be arranged into preset activities, and the preset activities can also leave room for generation. Secondly, it is recognized that to combine presupposition and generation organically, teachers must generate activities in the interaction with the environment according to their own goals, children's needs and existing experience. With the deepening of the discussion, teachers' understanding of generative curriculum will be more perfect and comprehensive. For example, by observing the practical activities of the new curriculum and discussing the "relationship between goals and processes" in a participatory way, we believe that, first of all, goals and processes are closely related. When organizing activities, teachers should not only have goals, but also pay attention to the process of activities, both of which are indispensable. Goal is the direction of children's development, and process is the direction of goal. For example, the "ant" activity in the middle class seems to be very casual, and the teacher follows the children's concerns and interests. Teachers take children to watch videos and catch ants, but the goal of educational behavior in teachers' minds is clear, and children's interest in ant exploration develops when they are interested. Secondly, we also deeply feel that the goal of educational activities should not stay at the level of preaching, so that children can accept the goal in a passive situation, but should let children become the main body of the activity, stimulate children's internal motivation, infiltrate educational goals into the whole process, and make external requirements become children's real needs. Every good teaching process should have a good goal, and the goal and process complement each other. As teachers, we should constantly explore and explore in practice, find a way to set goals that conforms to children's age characteristics and respects children's experience, so as to better carry out teaching activities and promote the all-round development of each child.
Two, adhere to scientific research to promote the park, scientific research to promote education, and actively carry out educational research.
In order to realize the deductive process from the idea of running a garden to the behavior of running a garden, we must break the long-standing mode of guiding management behavior with experience and adopt scientific thinking methods to build our own management strategy. We insist on scientific research as the guide to improve the quality of kindergarten education in an all-round way and follow the following principles:
1, the management principle of "people-oriented"
The new syllabus proposes that teachers should be supporters, collaborators and guides of children's learning activities. As a kindergarten, the way to improve the quality of education is mainly through teaching and research, the main members of which are teachers. In order to arouse the enthusiasm of teachers to participate in teaching and research and establish a cooperative teaching and research model, we strive to create a relaxed and pleasant teaching and research atmosphere, open our minds, discuss key points and hot spots in the recent stage of teaching and research activities, so that every teacher can gain experience after learning, advocate teachers to express their true ideas in teaching and research activities, promote teachers to actively learn and improve themselves, and realize the true meaning of learning in discussion.
2. Follow the principle of interaction.
Interactive education actively advocates two-way communication between educators and educatees, between theory and practice, and encourages educators to actively participate in reaction and creation. Communication is a social interaction as well as an information interaction. We have established the idea that "everyone is the master" in teaching and research activities. Each activity is hosted by different teachers, providing them with newly learned articles, telling why they chose such articles, the value of this article, and their own views, so that teachers can exchange different information, promote the change of teachers' educational concepts, and let teachers guide educational practice with their thoughts.
"Reflection-practice" is the key to teachers' research. Teacher research is different from theoretical research, and its purpose is to improve education. Our research is: For educational research, specifically, teachers carry out "reflection-practice" to promote teachers' understanding of their own behavior, make educational activities more professional and better promote children's development. At the same time, in this process, teachers have also been improved and grown, which is what we really feel in learning the new curriculum. Under the guidance of this principle, this semester, focusing on the recording form of the theme scheme drawn up at the beginning of this semester, combined with the new teaching materials, pays attention to teachers' reflection on their own educational behavior-practice, solves new problems in teaching reform, improves the quality of teaching guarantee, and helps teachers to be thoughtful teachers under the new situation. Reflection-practice-improvement of practice-progressive reflection is a continuous cycle and spiral process in which teachers get growth and educational practice is improved.
4. The principle of "values of lifelong learning"
It is necessary to strengthen the construction of teachers and enhance teachers' awareness of self-improvement. The key to improving teachers' quality is to let teachers establish the concept of lifelong learning. We have established district backbone teachers and garden backbone teachers in the park, so that they can accept more learning opportunities, arm their theoretical thinking, improve their teaching ability, give play to their backbone role in the park, and promote the common growth of other teachers.
This semester, we launched an essay activity to evaluate young teachers' Excellence and teaching. Everyone can take an active part in the activities and prepare carefully. After the activity, individual reflection and collective evaluation further improved teachers' evaluation ability. At the same time, it also helps teachers realize their own shortcomings, learn from each other's strong points and apply them to teaching practice, and the level of scientific research has also been improved.
A semester is tense and busy, happy and full, and the success of every activity is inseparable from the hard work of each of our teachers. In this new century full of challenges, vitality and popularity, we will continue to work hard and explore constantly in order to make better contributions to preschool education.
Summary of teaching and research work in kindergartens 20 18 (3) The key to implementing the educational concept and spirit of the new syllabus lies in teachers. This semester, according to the actual situation of kindergartens, we carried out a series of discussion activities to continuously improve teachers' educational and teaching ability and comprehensively improve the quality of education and teaching in kindergartens. This semester, the teaching and research work of our school is mainly based on the reality of each teacher, and the management concept of "promoting children's growth with teacher development" has been established, so that each teacher can give full play to his professional expertise, be promoted in his own post, and become the master of curriculum reform and teaching practice research.
First, carry out hierarchical training to improve the quality of teachers.
Teachers are the implementers and interpreters of the syllabus, and their participation and status directly affect the implementation of the new syllabus. Therefore, shaping a high-quality teacher team is the basic point of kindergarten work. This semester, according to the current situation of teachers' alternation between old and new, our garden continued to promote the level training, paid attention to the different needs of teachers at different levels, and conducted targeted training to promote the improvement of teachers' overall quality.
(1) lay a solid foundation and forge a new force.
In the last semester, our garden started with basic training, and gave training guidance to new teachers from three aspects: basic theory, basic teaching skills and one-day class organization, so that new teachers can understand and be familiar with the characteristics of teachers' profession as soon as possible, master the routine work flow of education and teaching, and help new teachers adapt to their posts as soon as possible.
1, basic theory training
First, teachers' professional ethics, such as kindergarten rules and regulations, garden style and training, teachers' professional ethics, the art of talking with parents, etc. The second is the basic training of kindergarten teaching, such as the organization of all aspects of kindergarten day and the organization and development of games; The third aspect is written expression, such as the formulation and writing of weekly plans and daily plans.
2. Discussion on basic course types
Training focuses on a field, and with the help of the platform of public observation, teachers are guided to improve their practical teaching ability. For example, in mathematics activities, according to the mathematics content that children of all ages should master, our garden systematically trains new teachers around "one and many, composition decomposition of numbers, adjacent numbers, addition and subtraction". We take public observation as the carrier, focusing on the selection of teaching content, the design of teaching activities, the preparation of teaching activities, the creation of teaching situations, and the reflection after teaching activities. Conduct more detailed and comprehensive training and guidance for new teachers, encourage new teachers to take the stage boldly, and actually practice the organization of a mathematical activity, with everyone participating and improving together.
3. One-day classroom instruction
Doing a good job in the management of all aspects of one-day activities in kindergartens is the guarantee to improve the quality of early childhood education and promote the development of early childhood, and it is also the basic requirement that teachers should have. In order to make new teachers familiar with and master the organization of one-day activities in kindergartens as soon as possible, we tracked the whole process of organizing half-day activities for each new teacher at the beginning of the semester, focusing on the basic situation of organizing half-day activities for new teachers. During the semester, focus on the organization of transition links and activity areas, and make targeted random observation and guidance to enhance the smoothness, order and orderliness of the half-day organization process of new teachers; At the end of the semester, we will follow up the activities for half a day and give feedback on the development of teachers in the past semester.
(2) Give full play to the backbone role of the old teachers.
Kindergarten needs a group of leaders to take the lead in realizing sustainable development. As the backbone of kindergarten teachers, with the rich experience in education and teaching, their ability is becoming more and more mature, their adaptability and adaptability are enhanced, they have a certain level of teaching and research, and their innovative consciousness and pioneering ability are gradually enhanced. Giving proper, moderate and moderate pressure and burden and giving full play to the potential of old teachers can accelerate the professional growth of teachers.
According to the distribution status of kindergarten head teachers, taking the opportunity of welcoming the annual classification and acceptance work, the old teachers are invited to provide multi-faceted and multi-angle help and guidance to the new teachers from the aspects of half-day activity organization, teaching plan formulation, parent work development and class education environment creation, so as to enhance the randomness and effectiveness of guidance. Give full play to the backbone role of backbone teachers in the park through the exhibition activities of open classes in the park. Key teachers are required to give lectures in open classes twice a month, focusing on honing their abilities in activity design, teaching, teaching organization and reflective teaching, so as to promote the common growth of other teachers.
The second is to enhance the effectiveness of teaching and research work by taking special seminars as the starting point.
Teaching and research work is an important part of kindergarten teaching protection business management and an important means to improve the quality of teaching protection and teachers' professional quality. This semester, our garden pays attention to capturing teachers' doubts and problems in the process of implementing education and teaching, and derives them into teaching and research content, aiming at solving problems and enhancing the pertinence and effectiveness of teaching and research activities.
(A), from the routine training, grasp the characteristics of children of all ages.
At the beginning of the semester, from the teacher's lesson preparation plan and full-time guidance, we found that the teachers of three age classes are not sure about the age characteristics of children. For example, the big and middle classes are still repeating the contents of small classes, and some functions of small classes violate the law of children's age development and tend to be boring training. Therefore, we started with the problem of "how to cultivate children's writing habits" and carried out research activities.
Solution strategy:
Conduct regular training activities to observe and guide teachers to find problems. By studying the characteristics and development requirements of each age group in the syllabus, we ask teachers to reflect on the activities of their classes. Through self-assessment and other evaluations, teachers have a deeper understanding of the syllabus and found ways and means to solve their own problems. Then we made a second observation, and the problem collided again and again and was solved again and again. Teachers have also begun to form a good research habit of learning, teaching, summarizing and improving with questions in practice.
(2) Change teachers' educational concepts and improve teachers' ability to evaluate classes.
In the above-mentioned series of practical evaluations, we feel that teachers' evaluation of teaching activities is more instructive and targeted, and the quality of class evaluation has been significantly improved. Teachers can analyze the problems existing in the activities from their own perspective, but they often don't deeply analyze the causes of the problems. Most teachers ignore the value of the whole teaching activity from the perspective of the overall goal of the activities. Especially for new teachers, in every public observation activity, we find that although they can boldly express their views, they still have doubts and doubts about how to evaluate an activity, what to evaluate and how to evaluate it.
Solution strategy:
Taking public observation activities as an opportunity and taking public observation classes as an example, teachers are organized to conduct teaching research. Before the activity, organize unified training, so that new teachers can initially clarify the method of evaluating classes, and then put forward the requirements of attending classes to guide teachers to attend classes with questions. After the activity, organize teachers to conduct teaching and research on whether the goal reflects all aspects of the activity process and whether all aspects of the activity serve the goal. Each group invited a speaker to speak. Finally, examples are given to help teachers clear their minds and improve their understanding of evaluation methods. The organic combination of collective and group teaching and research forms provides every teacher with full opportunities to express their opinions and communicate. This kind of teaching and research activity through concrete examples has strong pertinence and prominent theme, which enables teachers to enhance their experience and understanding of the way of evaluating classes through practical exercises.
The semester is tense and busy, happy and full, and the development and success of every activity in the park are inseparable from the hard work of each of our teachers. In the future work, we will continue to strengthen the hierarchical guidance for teachers and promote the all-round improvement of teachers' quality. At the same time, I also see my own shortcomings: the development of scientific activities under the theme background is the weak link of our park. Because teachers used to pay more attention to children's performance ability around the artistic characteristics of our park, children's ability to operate and explore science needs to be improved, which urges us to think about the balance of courses. All these require us to constantly adjust, improve and perfect the kindergarten-based teaching and research in the future.
I recommend it carefully.