寻求幼儿园教研组织策略的新突破

Organizing Strategies for Kindergarten's Teaching Research

教师作为教研的主体,在教研进程中起着举足轻重的作用。充分调动教师的积极性,让每位教师都有"主动参与"的意识,有"实践反思"的研究行为,可以使幼儿园的教研活动更加鲜活与充满生机,教师也会在亲历研究的过程中受益无穷。苏州市吴中区东山中心小学附属幼儿园经历多年探索,在教研活动中寻求教师研究行为的"四个转变"——突出计划制定的有效性、突出教研过程的实践性、重视研究进程的跟进性、倡导研究行为的合作性,引领教师养成"以研究的眼光审视日常工作"的习惯和能力,形成较好的问题意识和研究意识,在科学组织、扎实推进的园本教研过程中,有效提升了整体的教育教学专业能力。

Teachers, as the chief part of teaching research, play an essential role in the process. Teachers＇ enthusiasm must be sparked so that every one of them has the awareness of active participation and practical reflection on their research behaviors to make kindergarten＇s teaching research activities more active and vigorous. As a result, teachers may benefit greatly from their experience. Our kindergarten has been exploring the problem for many years to seek four changes in teachers＇ research： highlighting the effectiveness of planning, emphasizing the practicality of the research process, focusing on the progressiveness of the process, and advocating the cooperation of research behavior, guiding teachers to form the habit and ability of examining daily work with the eye of research and forming a better awareness of problems and research.