School-based teaching and research is based on the school, with teachers as the research subject and practical problems encountered by teachers in education and teaching practice as the research object. It is not only a system, but also a research method. School-based teaching and research is the need of school development, curriculum reform and teachers' professional growth. Science teaching in primary schools bears the heavy responsibility of cultivating scientific literacy enlightenment. As a primary school science teacher, we should participate in school-based teaching and research with a scientific attitude, highlight the timeliness of school-based teaching and research, and effectively improve the professional quality of science teachers, so as to cultivate students' scientific literacy more effectively.

Keywords school-based teaching and research timely

The so-called school-based teaching research is simply to improve the school's education and teaching, improve the quality of education and teaching, proceed from the reality of the school, and rely on the school's own resource advantages and characteristics to carry out education and teaching research. "Science (Grade 3-6) Curriculum Standard" points out that the primary school science curriculum is a scientific enlightenment curriculum aimed at cultivating scientific literacy. As early as 70 years ago, Mr. Tao Xingzhi said: "Science should be taught from an early age, and a scientific nation-children should be cultivated in the bud of the nation." He also pointed out: "To create a scientific China, we must cultivate the seedlings of scientific talents in order to achieve our goal." Therefore, only by cultivating a new generation with scientific literacy can we create a scientific nation and a scientific China. To cultivate a new generation with scientific literacy, we must first cultivate a group of teachers with scientific literacy, especially the first science teacher in early childhood-primary school science teachers. Otherwise, the measures to realize the good wishes will not be really implemented. As can be seen from the above, the country and reality have set the status of science teaching in primary schools at a fairly high position, and put forward unprecedented expectations for science teachers in primary schools. However, at present, science teaching in primary schools, especially in rural primary schools, is influenced by the traditional concept of "emphasizing the main and neglecting the deputy". Most leaders and teachers don't pay enough attention to primary school science and can't well understand the role of science courses in cultivating students' scientific literacy. Second, influenced by the staffing, science classes are mostly part-time jobs such as general staff or principals, and young teachers account for it.

Small proportion, almost no energy to study classroom teaching; Most schools don't have full-time science teachers, Chinese teachers or math teachers taking part-time classes. They have heavy schoolwork and little time to study classroom teaching. The teaching staff is extremely unstable and changes frequently. They train subject teaching staff every year, but they may teach other subjects next semester. Every year, I am a new teacher of science, so it is difficult to grasp the teaching concept of science. Under such subjective and objective conditions, there is almost no school-based teaching and research in rural primary schools at present, and there is no independent group in the teaching and research group. Most of them have comprehensive groups. After a teaching and research meeting, green peppers and carrots were served together, and a science teacher had a teaching and research class. They began to express their views in various ways. This kind of excitement will be regarded as "school-based teaching and research" for a while, but it really didn't fail. As we all know, school-based teaching and research is an important measure to implement curriculum reform and promote educational connotation and balanced development. It is a kind of teaching and research practice activity with teachers as the research subject, schools as the research center, classrooms as the research room and lessons as the research carrier. In fact, it is characterized by "practical reflection, partnership and professional guidance", and the operation should be problem-oriented, innovation as the main line, lessons as the carrier, reflection as the premise, interaction as the means, research as the center, guidance as the support and development as the goal. Facing the present situation of school-based teaching and research in rural primary schools, I personally think that school-based teaching and research in primary schools can make a breakthrough in the word "timely teaching and research" and improve the quality of school-based teaching and research.

1. Teaching and research instructors are determined by temporary lottery to highlight the timeliness of teaching and research;

No matter what level of teaching and research meetings, the current teaching and research meetings are carefully rehearsed, and some have to practice for more than a dozen times before they dare to go on stage. The so-called teaching and research class is actually the performance of the coach on the stage. Personally, I think the existence of this kind of school-based teaching and research is very hypocritical and has the taste of show. Because in the whole process of school-based teaching and research, although there is a process of grinding lessons and traces of collective preparation, the classroom is mainly to standardize teaching and research personnel. When trying to teach, it still depends on the face of the researcher. You must try to teach five times, six times, or even more. Maybe it's because these trial classes you took didn't satisfy the researcher and didn't conform to his ideas. I don't think such school-based teaching and research can promote teachers' professional growth. These school-based teaching and research solve some individual problems, not based on the actual situation of a school, to solve the more common and basic problems of that school. We know that the science class itself emphasizes science. What does this display teaching and research leave for students and science teachers? Personally, I think that the teaching and research instructors of school-based teaching and research can be determined by temporary lottery to highlight the timeliness of teaching and research, so that every teacher who participates in school-based teaching and research can gain something. For example, a teaching and research meeting will be held in May with the theme of "student-oriented development and improving the effectiveness of inquiry". The teaching and research group can throw out this theme in March, and enhance their understanding of this theme through mutual discussion between the teaching and research groups. Then under the background of this theme, they will grind each other and prepare lessons collectively in peacetime, explore how to embody this theme in classroom teaching, and then determine the teaching and research teachers by temporary lottery before the teaching and research meeting, so that every teacher who participates in school-based teaching and research can have a normal time. Of course, to make school-based teaching and research fruitful, it is also important to determine the theme of teaching and research. We believe that the theme of teaching and research can first understand the difficulties and key points encountered by teachers in teaching activities through surveys, interviews and other forms; Then organize teachers to express their opinions in cooperation and mutual assistance. On the basis of brainstorming, invite experts to give reports around the theme, or interact with experts, or answer questions on the spot, so as to promote teachers' discovery, creation and progress in the teaching field and create a new situation in teaching.

2. School-based teaching and research adopts online course evaluation, which reflects the timeliness of teachers' participation;

At present, school-based teaching and research, especially the comprehensive department, will send out a reflection form after listening to the teaching and research class. Fill in the columns in the form, and the teaching and research meeting will be successfully concluded, and some will organize after-school reflection and after-school communication. I think this kind of after-class evaluation is too backward. Some teachers just write and hand in tasks casually, which can't achieve the goal of improving teachers' professional development. With the development of modern information technology, we can use the network to assist school-based teaching and research activities. In order to make the comments of teachers involved in school-based teaching and research have substantive content, we must be familiar with the text of teaching materials. Otherwise, classroom evaluation and discussion will be blind and disorderly. To this end, we will publish the teaching plan of the open class on the school website some time in advance, and the teachers will study and discuss it carefully under the organization of the teaching and research group. It is also clearly pointed out that at least one person in each teaching and research group will talk about the feelings and experiences after the lecture when evaluating the class, and there is no limit. The teacher had better talk about how he designed this class, why he designed it like this, what are the similarities and differences between this design and the teaching teacher, and what are the advantages. In this way, teachers in class can listen carefully and record in detail, laying the foundation for taking the initiative to speak in the evaluation stage; Application of QQ in school-based teaching and research. Called "original ecology" comments, it is a direct response to the learning effect or current situation of teachers and students in the classroom through online, QQ group (or other group chat rooms) and other platforms. This kind of comment reflects the current situation of the classroom in time and truly, and also reflects the immediate generation view of evaluating teachers. Because of his universality, strong communication and timely response, he can play a special role that traditional teaching and research can not play. You can also use BBS forum in school-based teaching and research. That is to say, when teachers encounter some problems, problems or puzzles in their usual teaching, they can post a topic to ask everyone, which can break the limitation of time and space and let the teaching and research group and teachers in the school express their personal opinions at any time.

3. School-based teaching and research integrates theory, teaching, evaluation and research, which embodies the timeliness of teaching and research and subject research;

Project research is an effective way to improve teachers' quality in an all-round way, which can enhance teachers' communication ability with the outside world; Strengthen the combination of theory and practice; It can provide fresh materials for classroom teaching and improve teaching effect; It can make teachers find their own research orientation and improve their research ability; But now most teachers, especially general subjects, study for the sake of research, for the purpose of professional title evaluation or personal fame and fortune. How can such research guide classroom teaching and promote professional growth? The practice of school-based teaching and research in our school is the integration of teaching, evaluation and research, which embodies the timeliness of teaching and research and subject research. For example, a teaching and research group undertook the research on the topic of "practical research on effective organization of inquiry activities for primary school students". The teaching and research theme of this teaching and research group at this stage is "effectively organizing inquiry activities" Each teaching and research class should be combined with lectures, teaching, class evaluation and research, which should not only highlight this theme in the usual school-based teaching and research, but also accumulate materials for the conclusion of the topic. More importantly, we should use the research results of the subject to guide the usual teaching after drawing a conclusion. We know that project research plays a great role in improving the education and teaching ability of science teachers. Teachers study with questions and practice with tasks when conducting research. Project research can also lead other people involved in the project research to discuss the same problem, so that the members of the research group can become real researchers and friendly collaborators, thus giving full play to the wisdom of the group. The key to the implementation of project research is that participating teachers put forward projects according to their own reality, and then interested teachers can freely form research groups. Generally speaking, some teachers involved in the same research project come from different schools and some from the same school. During the research period, science teachers are required to take the subject as a part of school-based teaching and research, carry out action research in actual teaching work, and collect and process relevant information in time. This kind of school-based teaching and research, which combines subject research with classroom teaching, has achieved good results.

School-based teaching and research not only pays attention to the training of teachers' basic skills and the implementation of knowledge points, but also pays attention to how students learn, how teachers guide students to learn actively while integrating curriculum resources, and pays attention to teachers' reflection on their teaching behavior. Therefore, we should pay attention to effectiveness and timeliness in school-based teaching and research, pave the way for teachers' professional growth and improve students' scientific literacy.