In order to improve the management level of kindergartens, our kindergarten often carries out various forms of kindergarten-based training for teachers in a planned way. Such as English training, Orff music teaching training, five skills training, lesson research training and so on. Among them, lesson learning is a good training form. Kindergarten curriculum research is based on the needs of kindergarten development and teachers' own professional growth, initiated and planned by kindergartens, taking kindergartens as the base of teachers' continuing education and solving the practical training activities of kindergarten education, teaching, scientific research.
From 2003 to 2005, our kindergarten participated in the project of "Research on the Combination of Science Education and Technology Education in Kindergarten" funded by the Ministry of Education. In the research, our research group has become a research team composed of provincial and municipal experts (Peng Bing, Deng Zuduo, Yin Hanyi), municipal backbone teachers and young kindergarten teachers, and adopted the "1-2-3" discussion mode to conduct the research. The kindergarten research group organized a special study on "magnets" in September 2003. We have formed a research team composed of experts, municipal backbone teachers and young teachers, and adopted the "1-2-3" discussion mode to study kindergarten science and technology education activities. This paper focuses on the connection and difference between science education and science and technology education, the basic content of kindergarten science and technology education, how to cultivate children's creativity in science and technology education, and how teachers can support children to process toys with the knowledge of magnets, so as to achieve the integration of research, training and research. Grasping firmly: combining lesson study with new teacher training; Combine lesson study with education and teaching; The combination of lesson study and educational research; Combination of lesson study and education and teaching reform.
Because we firmly grasp that scientific research can promote the development of teachers, children and kindergartens, meet the needs of teachers' self-development with subject research, and combine teaching and scientific research with teacher training, so that teachers can update their educational concepts, expand their knowledge, master information technology, improve their educational practice ability and scientific research ability, and promote the common growth of researchers and new courses. At the same time, the discussion mode of "from point to area" is adopted. After the lesson study group has achieved certain research results, it will expand the research team and find new breakthroughs for in-depth research. Thus, through the study of lesson cases, the teaching and scientific research level and the quality of education and teaching in kindergartens are improved; Promote the growth of children and teachers through lesson learning.
Second, the discussion in the form of "1-2-3" promotes the gradual deepening of the study of lesson cases.
"1-2-3" class discussion refers to: determining a theme, organizing two teaching activities and conducting three teaching discussions. In the discussion of kindergarten science and technology education, with the deepening of the discussion, our park organized many "1-2-3" class case discussion activities.
The first class discussion
We have established a theme: how to better cultivate children's initiative and creativity in transforming science into technology.
Two teaching practice activities were carried out: the first time, four teachers, including Jiao Ting, taught a science and technology education activity, and the second time, two teachers, including Jiao Ting, taught a "fun magnet" in the big class and the middle class respectively.
Three group discussions: the first group discussion is to learn and understand the relevant theories of science and technology education and discuss the activity plans of four teachers. The second group discussion is the research of four teachers after carrying out the practice of science and technology education, to study how teachers can better cultivate children's initiative and creativity in transforming science into technology in children's science and technology education. The third collective discussion is that after the two teachers taught "interesting magnets" in the big class and the middle class respectively, they collectively studied "how teachers support children to process toys with magnets".
Discussion in the second class
Establish a theme: "How can teachers support children to use the knowledge of magnets to process toys?"
Carry out two teaching practice activities: the first teaching practice is the above "the second time Jiao Ting and other two teachers teach interesting magnets in the big class and the middle class respectively". The practice of the second teaching activity is an interesting magnet for Jiao Ting to teach in parallel classes of large classes for the second time. This activity is to observe the city's science and technology education activities.
Three collective discussions: including two discussions on magnets in the first round and discussions after many rounds in the same class.
As can be seen from the above, in the case study, the theme of our case study is gradually deepening and spiraling; Teaching practice is carried out in the form of multiple rounds or heterogeneous classes according to the needs of research. Collective discussion embodies the "self-reflection and professional growth" of practical teachers in "expert guidance and peer assistance"
Thirdly, the training mode of "expert guidance, peer assistance and self-reflection" promotes teachers' professional growth.
The hope of education lies in teachers. Without high-level teachers, there will be no high-quality education. To promote the continuous improvement of teachers' quality, we must strengthen the training of teachers. We believe that according to the needs of kindergarten development and the actual needs of teachers' professional growth, the training mode of "expert guidance, peer assistance and self-reflection" can promote teachers' professional growth well.
1, make full use of expert resources
In the kindergarten-based training, our park actively builds off-campus resources for school-based training. Every semester, according to the needs of education, teaching and scientific research, experts from Jiangda Experimental Normal College or Wuhan Academy of Educational Sciences are invited to give lectures, make academic reports, comment on research courses and discuss with teachers. We also hired two old experts to give long-term and systematic guidance to the education, teaching and curriculum reform in kindergartens. Make teachers have more opportunities to listen to the guidance of experts and communicate with experts face to face, so as to use expert resources to help teachers grow faster.
In September, 2003, in order to study how to support children to use the knowledge of magnets to process toys and how to better cultivate children's initiative and creativity in transforming science into technology, the kindergarten research group hired Peng Bing, director of preschool education research office of Wuhan Academy of Educational Sciences, Deng Zuduo, director of Shuguang Kindergarten, and Yin Hanyi, director of Changhang Huangpu Road Kindergarten, to participate in our research group and give full play to the role of experts.
In the first round of "interesting magnet" teaching seminar in kindergarten, experts commented on Mr. Zhang's first activity from the aspects of "environment creation and material transmission, teachers' questioning and guidance, and teachers' understanding of children's experience". On the basis of fully affirming their achievements, they pointed out: "Why do children move when watching the' doll skating' performance? "This problem children also want to observe. On the basis of observation, we should find the phenomenon of "magnetic conduction" of magnets and accumulate relevant experience for solving problems in the next step. Teachers should further design educational activities according to the age characteristics of children in this class. In the cognition of magnetism, we should strive to achieve magnetic repulsion and mutual induction, and encourage children to boldly express their own operation process, especially the energy of magnetic conduction. As for the phenomenon of like-sex repulsion and opposite-sex attraction, it can be assisted by a series of activities.
All the teachers in the research group were deeply inspired by these instructions. Three days later, the teaching and research group organized the second teaching observation activity. Teacher Jiao Ting organized a "fun magnet" science and technology activity in the big class. Teacher Zhang Yajie organized several rounds of science and technology teaching activities in the same class in the middle class. Experts gave guidance on "teaching design and guidance, cultivation of scientific literacy, transfer of game materials, preset activities and generating activities". On the basis of fully affirming the teachers' "achievements", experts gave guidance to two teachers. When commenting on the teacher's activities, the expert pointed out:
(1) game information release
The teacher has prepared a wealth of activity materials for children to learn by operation. The whole activity is in the form of games, and children are interested in participating. Teachers let children explore and learn in the game through their own interaction with the materials. Children are active in thinking, highly motivated and willing to explore. However, in the activities, children should be given enough time to discuss and communicate freely, and encouraged to help each other and learn from each other.
(2) preset activities and generating activities
Teachers can pay attention to each child's activity performance and respect children's opinions and ideas. Create more opportunities for children to observe, explore, experience and experience. In group activities, teachers can accurately grasp the teaching purpose and do a good job in supporting, cooperating and guiding children. I hope that teachers will actively encourage children to make bold judgments and infer assumptions in the future; And grasp the proportion of time division in the process of exploration, discussion and experiment.
After listening to experts' guidance and self-reflection, Teacher Jiao designed and organized the second large class science and technology activity "Fun Magnet", which achieved good results in the seminar on the combination of science education and science and technology education in Wuhan kindergartens. In the discussion, the research teacher also made it clear that "magnet" was originally the science teaching content of large kindergarten classes. Because magnets are widely used in our real life, children are very interested in them, so teachers can carry out inquiry learning and games of different ages and different contents on this same material, but the proportion of science and technology between middle class and big class should be different. From the rapid growth of teachers after expert guidance, we can see that expert guidance can make a more obvious breakthrough in research and training.
2. Form a discussion atmosphere of peer assistance.
Kindergarten-based lesson study is aimed at the training of all teachers or different groups of teachers. Establish a good research team and give play to the atmosphere of peer-to-peer discussion. With the help of the software and hardware resources of the park, give full play to the existing advantages of the park and promote the growth of practical teachers, including everyone in the research team. In the case study of "How do teachers support children to use magnet knowledge to process toys", the kindergarten invited key teachers at the kindergarten level and young key teachers to participate in the case study, and teachers with different age structure, educational background structure, professional title structure, psychological quality, professional level and skill level helped each other and discussed together to promote everyone's improvement at the original level.
We have taken the form of backbone leading colleagues to help each other and guiding pairing for two-way interaction. In the process of observation and communication, reflective teaching, topic discussion and distance education, teachers learn together, learn from each other's strengths and help each other, forming a good atmosphere and achieving good results.
Example: After discussing Mr. Zhang's first scientific and technological activity, colleagues thought that Mr. Zhang provided a relaxed space for children to explore freely, so that children could discover by doing, learn by doing and explore freely. The child has mastered the knowledge about magnets. Because the children in this class have just turned four years old and their hands-on ability is developing, playing middle school can basically achieve the expected results, but they are slightly insufficient in making toys with flexible knowledge of magnets. Therefore, the kindergarten research group decided to hold the second round of "fun magnet" teaching discussion in both the big class and the middle class! During the discussion, the research group analyzed that children in middle and large classes are interested in magnets, but in science and technology education, what are the relevant interests of children in middle and large classes in learning content? What is the form and content of help that children need most? With these questions, Mr. Zhang and Mr. Jiao analyzed the learning needs of children in middle class and large class respectively. And organized heterogeneous science and technology education activities in the same class in the large class and several rounds of science and technology education activities in the middle class. After the activity, everyone commented on the activities of the two teachers. While fully affirming that teachers "have formulated more scientific and reasonable educational goals and provided abundant operational materials for children to learn in games," they pointed out that teachers "should provide inquiry materials according to children's age characteristics and early experience" and "children only need support and time, and too many languages will bring some interference to children and other issues that need further discussion.
After the activity, everyone deeply felt that the common study and discussion among colleagues is an important form of kindergarten-based training, and teachers maintained the situation of participating with colleagues in their work in school-based training. From the perspective of working relationship, mutual cooperation and learning among colleagues is one of the most direct practical resources for each teacher to grow up in the integration of research and training activities. Understanding each other among colleagues is conducive to fostering strengths and avoiding weaknesses and improving together. All teachers are in the same educational environment, facing the same educated people, they need to complete the same educational tasks and work hard to achieve the same educational goals. Therefore, despite the differences among teachers, these teachers will inevitably encounter similar problems. In this case, the common study and discussion among teachers has greater significance and value. This kind of study and discussion plays an important role for every teacher, not only to learn books or theoretical knowledge, but also to learn from other teachers' practical experience, which can not be achieved by personal study. Any experience has a certain scope of application, and mutual understanding among colleagues provides a basis for the effective use of practical experience. In addition, joint learning and discussion also fully embodies the cooperation between teachers, which is also of great significance for establishing a learning organization and building a United and mutually supportive team.
3. Teachers grow up in "reflection-learning-discussion-practice"
Under the background of lifelong education and learning society, "learning" is the basic quality requirement of modern people. Kindergarten teachers, as trainers, should have the quality of "learning", constantly enrich and improve themselves through learning, and promote the development of education and teaching.
In lesson learning, practicing teachers' learning and discussion, reflection and awakening are the keys to teachers' self-growth. We promote teachers' growth in "reflection-learning-discussion-practice" through lesson study. In September, 2003, the kindergarten will send a teacher to attend the kindergarten science and technology education seminar held in Wuhan. We hope to take this opportunity to conduct a special study to explore how teachers can better cultivate children's initiative and creativity in transforming science into technology in children's science and technology education. At the same time, I also hope to promote the growth of municipal backbone teachers and young teachers in the research. In the whole discussion, the four links of "reflection-learning-discussion-practice" have been repeated and spiraled up.
The first round of discussion has gone through four links: the first link-the learning link. We decided to study the theme of kindergarten science and technology education. Municipal backbone teachers and practical teachers of the research group consult relevant subject materials, and further improve their theoretical literacy by learning subject materials and network resources. The second link-discussion link. Four young teachers are invited to design the activity plan independently and attend the first seminar. At the meeting, the practice teacher introduced the purpose and implementation process of his own design activities. The members of the research group carefully discussed the four activity plans, affirmed the achievements, pointed out the shortcomings, and established three activities for the next day's educational practice. The third link-practical activities. Three teachers carried out three educational practice activities as planned, such as "fun magnet", "fun soap" and "homemade garbage bag", to verify the feasibility and scientificity of the scheme. The fourth link is the reflection (and discussion) link. Practical teachers investigate and analyze their own educational behaviors and results in educational practice, and experts and key teachers discuss them in the form of dialogue. We find that some activities have a certain distance from children's knowledge and experience, and some activities provide children with insufficient exploration space. So, we decided to carry out the second round of discussion activities-choose two teachers to try the same theme-"fun magnet" in the big and middle classes.
In the second round of discussion, the research group experienced four links: study, discussion, practice and reflection. During the discussion, Jiao Ting and Zhang Yajie designed the second practical activity with the theme of "interesting magnet". They reflect on the different entry points, difficulties and strategies of putting operational materials in the education of colleges and middle schools, and design more mature activity plans. Through experiments and games, Mr. Zhang in the middle class helps children to initially perceive the magnetic characteristics of "like-sex repulsion and opposite-sex attraction", and through making toys, guides children to use the characteristics of magnets to serve our lives. Teacher Jiao of the big class thinks that the children in the big class are more interested in science and have a stronger spirit of inquiry than the children in the middle class. Teachers can try to let children make toys by themselves on the basis of understanding scientific knowledge, so as to encourage children to acquire scientific knowledge actively and turn superficial scientific knowledge into technology. Please look at the second science and technology education activity "Fun Magnet" organized by Jiao for the design of large classes. (Jiao Ting plays several rounds of science and technology education activities in the same class)
After the activity, Teacher Jiao summed up in his reflection: Select materials from around him, and lead to questions and questions. Create a safe atmosphere of inquiry, give artistic guidance, and gain true knowledge with children. Adopting a variety of questioning methods and timely induction can refine and improve the inquiry behavior. In short, teachers should think of children everywhere in their activities and be a conscientious person. Provide children with methods and opportunities to learn to seek answers and solve problems, provide children with opportunities to acquire knowledge, form concepts and cultivate abilities, and also provide children with opportunities for success and development.
Through lesson learning, teachers in our park have grown rapidly in science and technology education.
From the growth of the above two teachers, it can be seen that "kindergarten-based training" is organized and implemented by kindergartens to promote the professional development of teachers. Under the guidance of educational experts, all teachers (including employees) receive training through education, teaching and scientific research activities. The main body of training is teachers themselves, and teachers' learning, practice, discussion and reflection are the key to teachers' professional growth.
Practice has proved that kindergarten-based teaching and research is the highlight of promoting the harmonious development of kindergartens, and the "1-2-3 seminar" activity has built a platform for teachers to learn from each other and cooperate with each other. Combining theory with practice to study lesson examples can promote the improvement of all teachers at the original level. On the road of teacher professionalization, the pace of our exploration is immature and the innovative practice is arduous. However, it is happy to constantly break through and surpass. Teachers grow up through repeated research; I feel the beauty of educational life in my growing up again and again.