校本研修30问1.What is the background of school-based research?It was first put forward by vice minister Yuan Guiren in a training in 2004. Shaanxi began in 2010, when the No.69 document Opinions on Promoting the School-based Research in Shaanxi Province was released. According to that document, primary and secondary school teachers should complete 360 hours of continuing education task every five years. The purpose is to promote teachers’ professional development, balance basic education resources, promote curriculum reform.2.What is school-based research?Research means studying, exploring and reflecting. School-based research is to promote the development of the school, the growth of the students and the professional development of the teachers.Broadly speaking, it’s based on school, in school and for school. 3.What are the basic principles of school-based research?First,every teacher in primary and secondary school should be encouraged to take part in school-based research. The educational administrative departments of all levels should make an overall plan and promote it comprehensively.Second, in some rural schools, the resources are unevenly distributed. So it’s very importan t that schools work together andshare quality resources.Third, the purpose of school-based research is to solve problems in the school. Thus, it’s important to consider everything based on the school’s reality.Fourth, classroom is the major place for teaching and learning.Thus, the research should be based on classroom and solve problems that arise in class. Meanwhile, attention should be paid to the practical result of the research.4.※※What is the basic content of the school-based research? First, it’s about the subject knowledge and teaching skills. It involves curriculum standard and textbook research, the implementation and evaluation of the curriculum, the basic forms and strategies of classroom teaching, the teaching design and case study. Second, it’s about teachers’ professional development and teachers’ growth. It involves teachers’ professional ideals and developmental planning, professional morality, modern educational theories, educational research method.Third, it’s about the teaching management and school development. It involves the construction of teacher group and the construction of school culture, the planning of school-based research as well as the sustainable development of the school.Fourth, it involves the class management and stu dents’ growth. It isabout the organization and management of class activities, the mental health of the students, the building of good teacher-student relationship.5.※※What are the major ways of school-based research?They are teaching reflection, peer assistance, and professional guidance. Teaching reflection is a dialogue between teachers and themselves. Peer assistance is a dialogue between teachers and their co-workers. Professional guidance is a dialogue between theory and practice. Through dialogues, teachers’ professional growth can be realized. In practice, only when we give full play to the three elements and pay attention to the integration of the three elements can school-based research achieve practical results.6.What are the characteristics of the school-based research?(There are 5 points.)First, full staffing. Every teacher should take an active part in it, including administrative and assistant staff.Second, effectiveness. The school-based research is problem-oriented. Only when it helps solve problems can it be considered effective.Third,pertinence(针对性). The school-based research is clearly targeted. It is targeted at promoting the development of the teachers, the students, and the school.Fourth, autonomy. The main bodies of school-based research are the teachers, who enjoy full autonomy of research and training.They can independently make plans and select research content and resources.Five, flexibility. It’s up to the teachers to decide the research content, methods, people, time and place. Everything is flexible. 7.※※What are the basic ways of school-based research?(There are 6 basic ways.)First, classroom based. Eg. class observation, micro-class.Second, peer assistance based. Eg. By forming a pair, experienced teacher can give novice teacher guidance. Project research.Third, professional guidance based. Eg. seminars, workshops, lectures, teachers’ associations.Fourth, professional development based. Thesis writing, project research, taking part in teaching competitions.Fifth, cross-school cooperation-based. Project cooperation, shadow training.Sixth, internet-based. By joining in wechat groups, QQ groups, forums, webinars, Blogs.8.※※What is the process of school-based research?School-based research is problem-centered. First, identify a problem. Then, put forward a hypothesis. Next, make a plan andtake action. Then collect data. Then analyze the date. After that reflect on the findings and see whether the actions are effective. If not, start this cycle all over again.9.What are the problems in the early stage of school-based research?(I’d like to answer this question from two perspectives : the school, and the teachers.)First, poor management and lack of guidance from the school may lead to low enthusiasm and inactivity on the teachers’ part. As a result, few teachers would like to do it.Second, some teachers do it simply because it is linked with their professional title evaluation, salary, bonus and welfare. They care too much about their personal gains and losses. If it has nothing to do with their personal interest, they are unwilling to do it. Especially, there are some old teachers who are unwilling to make changes and try new thing. Their old ideas can’t keep up with times. They don’t want to take part in school-based research.10.What are the problems that teachers are likely to have in school-based research?(There are 6 points)F irst, only with experts’ guidance is it possible to promote teachers’professional development.Second, only by going out of school is it possible to learn.Third, only experts can improve themselves.Fourth, college enrollment rate is the most important thing for a school.Fifth, only by investing money can one make use of resources.Sixth, only if the school leaders attach great importance to school-based research is it possible to achieve practical results.11.What problems should be paid attention to when carrying outschool-based research?F irst, there isn’t a one-size-fits-all model. Teachers should try tocarry it out comprehensively and highlight their own features.S econd, personal reflection can’t be replaced by collective research.Third, project research or seeking for enrollment rate can’t replace school-based research.F ourth, teachers shouldn’t be eager for quick success. Instead, the yshould make it a habit or a lifestyle and consider everything based on the reality of the school. Teachers should remember that perseverance is the key to success.12.What is teachers’ school-based research plan?A plan includes goals, tasks, measures and steps. Specifically, itincludes a teacher’s assumption of his/her professional goal and possible achievement. According to these assumptions, tasks, measures and steps are made from such perspectives as morality,teaching, research, the development and utilization of resources.13.How to make annual summary?According to how well the plan is carried out, the teacher makes an overall summary of the work done from such perspectives as morality, teaching, research, the development and utilization of resources. It’s important to h ighlight the achievements, point out the unsatisfactory places and put forward ways to improve.14.W hat is teachers’ professional development?T eachers’ professio nal development is an ongoing process of the development and perfection of a teacher’s professional ideas, professional ethics, professional knowledge and professional skills.15.W hat are the stages of teacher’s professional growth?There are 4 stages.First, the novice teacher period (1~3years). During this period, a teacher tries to adapt to the job.Second, the experienced teacher period (4~6). During this period,a teacher has gained some experience and are better qualified forthe job.Third, the research teacher period (7~10). During this period, a teacher begins to have a strong desire for improvement and a strong sense of research. They try to improve not only their teaching ability but also their research ability.Fourth, the reflective and innovative teacher period (10+). During this period, a teacher has established his/her own teaching style and seek to try new ways of teaching.16.W hat are the basic contents of teacher’s professional development?(I’d like to answer this question from 3 pers pectives: knowledge, ability and emotion)F irst, a teacher’s knowledge includes subject knowledge, generalworld knowledge and practical knowledge.S econd, a teacher’s abilities include practical teaching ability and scientific research ability. A teacher’s practical teaching ability is of central importance for a teacher’s professional development. A teacher’s research ability is the basic guarantee for a teacher’s professional development.Third, a teacher’s positive emotion and noble character can have a positive influence on students’ growth in a subtle way, which is called the “Pygmalion effect” in psychology. To put it simply, if the teachers think the students can, the students can.17.W hat are the basic ways for teacher’s professional development?(There are 6 ways)First, lifelong learning. (pre-condition)Second, action research. (a basic way)Third, project research. (an effective carrier)Fourth, teaching reflection. (a must-go path)Fifth, peer assistance. (an effective way)Sixth, professional guiding. (an important condition)18.W hat is self-reflection?Teachers’ self-reflection refers to rethinking and restudy of one’s own teaching practice, with the purpose of drawing lessons in one’s own teaching and thinking of ways to improve. Self-reflection is a dialogue between ideal self and real self, between theory and practice. Through the dialogue, a teacher can improve himself/herself.19.W hat are the major ways of self-reflection?First, teaching reflection.Second, reflective journal.Third, educational narrative.Fourth, reflections (records of one’s own feelings and thoughts) after observing others’ classes.20.W hat is peer assistance?Peer assistance is the cooperation, communication, interaction and sharing among workmates. The pu rpose is to promote teachers’ professional growth by sharing experience or studying a problem together.21.W hat are the basic ways/forms of peer assistance?(There are 3 basic forms: dialogue, collaboration, help)First, dialogue. The purpose is to exchange information, share experience, in-depth talk, discussion and debate.Second, collaboration. The purpose is to study a problem together.Third, help. By forming a pair, an expert teacher can give a novice teacher guidance in order to improve the novice teacher’s practical teaching ability.22.W hat is the essence and major ways of professional leading?(3 ways)Professional guidance is the process of putting theory to practice.It is a dialogue between theory and practice. There are three basic ways:First, strengthen theoretical learning. Teachers’ forming the habit of learning advanced theories is an implicit way of professional guidance.Second, seeking advice from professional researchers (educational researcher, scientific researcher and college teachers) who have systematical theoretical knowledge.Third, attend lectures and seminars more.23.What are the specific forms/activities of professional guiding?seminars, lectures, one-on-one themed talk, on-the-spot guidance, famous teacher workshop.24.What are the basic requirements of class observation and discussion?First, class observation should be based on mutual respect. The observer should fully understand and respect the ideas, conditions and limitations of the class giver.Second, set down as many details of the teacher’s and students’ behaviors as possible so that the observer will have enough evidence to evaluate the lesson comprehensively.T hird, focus on students’ learning outcomes. A teacher’s teaching efficiency should be judged by stu dents’ learning efficiency.Fourth, appoint a teacher whose professionalism is recognized by all as the main commentator.25. How to observe and evaluate a class?(PWP: Pre-, While-, Post-)First, before observing, the observers should communicate with the lesson giver about the teaching content, objectives, presumptions etc. to get better prepared for the observation.Second, while observing, the observers should get fully involved in class, act as an insider rather than an outsider of the class and think actively “What will I do if I meet such problems? Are there any other ways to deal with the problems?”Third, after observing, the observers should make an overallsummary and reflect on the successful and unsuccessful places and think of ways to improve.26.What is case study?Case study is to analyze and study a case in order to generalize rules and theories. The ultimate goal is to improve a teacher’s problem-solving ability.27. What are the steps of case study?(There are 5 steps.)First, prepare the case. Second, organize the meetings, like content, time, place, participants, etc. Third, observe the case. Fourth, analyze and discuss the case. Fifth, make a summary of the discussion result.28. What are the major methods of case study?（There are 3 methods）First, from the teacher’s perspective. Think about questions like “What problems does he/she meet? What does he/she want to do?What does he/she actually do? Does it work? What is his/her value?”Second, from the perspective of case provider. Think about questions like “Why does he/she choose this case? What does he/she want to tell us?”T hird, from one’s own perspective. Think about questions like “Have I ever met such problems? What did I do? Are there anydifference s? What else can be done?”29. What is collective class preparation?The purpose of collective class preparation is to improve teachers’ lesson design ability by designing lessons. The ultimate goal is to promote teachers’ professional ability. The idea is: task division (either for a lesson or a whole unit) -individual work-collective discussion-personal adaptation-improvement after teaching. By designing, discussing and practicing the lesson plan, teachers can improve their lesson design ability.30. What are the steps of collective class preparation?(There are 5 steps).First, task division. Each group member should be given class design tasks and take responsibility for their own work.Second, individual design. Each group member should study the teaching materials carefully and make proper objectives, choose proper teaching methods, design good activities, prepare other relevant teaching materials, etc.Third, collective discussion. By discussing and communicating collectively, there will be different ideas and ways to improve the lesson plan.Fourth, personal adaptation. The teacher can adapt the lesson plan according to the level of his/her own students. And then practicethe lesson plan in his/her own class.Fifth, improvement. After teaching, the teacher can revise and improve the lesson plan again for future reference.补 1. What is the guiding ideology(指导思想) of school-based research?It is guided by the scientific outlook on development and the actual needs of basic educational reform and teach ers’ professional development. The purpose is to solve problems that exist in teachers’ practical teaching and to promote teachers’ professional development. The ultimate goal is to cultivate a group of high quality teaching staff for our province.补2. What is the connotation(内涵) of school-based research?It includes school-based teaching and research(校本教研), school-based training（校本培训）, school-based scientific research（校本科研）and the development and utilization of school-based resources（校本资源的开发与利用）.The school-based teaching and research aims to improve teachers’ practical teaching ability and school’s education quality. School-based training is a learning mode that faces all teachers. School-based scientific research takes solving practical problems and exploring laws as the main objectives. The main forms are education narrative, education essays, education cases andteaching plan papers.The subjects of the development of school-based resources include individual teachers, teaching and research groups, subject groups,off-campus institutions, and off-campus individuals. School-based resources include policy resources, on-campus course resources, off-campus course resources and information-based course resources(信息化课程资源).。
