How to make and implement teaching and research plan

Teaching and research activities mainly face the problems that restrict teaching activities, solve practical teaching problems with the support of certain educational theories, sum up experience, popularize theories and explore laws, promote teachers' professional development, and then promote the development of schools and students. There are generally three principles in making teaching and research plans: first, the principle of pertinence and effectiveness; Second, the principle of doing what you can; Third, the principle of operability. The main problems that often appear in the formulation and implementation of teaching and research plan are: problems in teaching and research objectives, writing content and form of teaching and research plan, implementation process of teaching and research plan, and key points of making teaching and research plan. The problems existing in teaching and research objectives are as follows: first, the objectives are unclear. The teaching and research plan has no clear and detailed teaching and research objectives, and there are often random teaching and research topics, which are not targeted and lack pertinence and effectiveness; Secondly, the goal and teaching and research activities are not achieved, the goal becomes an empty shelf, and the goal cannot play a programmatic role; Finally, the goal was not achieved. For example, the teaching and research goal set by the school is to familiarize all teachers with the syllabus of primary schools within one semester. It seems ambitious and full of ambition, but it can't be realized in operation and it has become a fish in the water. Problems in the content and form of teaching and research plan; Problems existing in the implementation process; First of all, it lacks pertinence and effectiveness. The main performance is that there is no voluntary participation, and teaching and research are difficult to implement. The reason is that teachers feel that it is not helpful to improve their professional level. Secondly, the teaching and research plan is passive, following the above steps, ignoring the characteristics that teaching and research should be combined with the school's own needs. School-based teaching and research is one of the better ways to promote teachers' professional development, which is famous for its strong pertinence, full autonomy and flexible form. The common forms of school-based teaching and research mainly include: expert guidance, case reflection, collective lesson preparation, lesson discussion, special teaching and research, etc. Expert guidance-focusing on the high-end guidance of educational theory. Although the core of the concept of school-based research is to carry out activities in schools, it is not the same as behind closed doors. Only by going out, learning from others' strengths, inviting educational experts to lead with high-end theories, accurately interpreting teaching activities, and deeply analyzing lesson cases can we help teachers build a bridge between theory and practice, help teachers guide teaching practice with educational theories, and complete the transformation from teachers to expert teachers. Collective lesson preparation pays attention to the collective integration of teachers' wisdom. Collective lesson preparation is not the exchange of two apples, but the exchange of two kinds of thinking. Sparks are generated in communication, teaching inspiration is aroused, and teaching theory and teaching level are improved mutually. Collective lesson preparation needs to draw up topics in advance and clarify which problems to solve. Collective lesson preparation can be carried out in the form of the main lesson preparation person and the auxiliary lesson preparation person. The advantage is to give full play to the professional leading role of the main lesson preparation person, and the disadvantage is to spoil the enthusiasm of the auxiliary lesson preparation person. Collective lesson preparation can also be done without a master lesson preparer, so that all participants can prepare lessons as master lesson preparers, and then draw lots randomly to determine the master lesson preparer. This form of preparing lessons can fully mobilize the enthusiasm of all participants and make everyone become the master of preparing lessons. The focus of collective lesson preparation is to make clear whether the overall framework design of lesson plans is reasonable, whether the goal setting is appropriate, and whether the difficulties are determined properly. When preparing lessons collectively, it is necessary to form a set of scientific knowledge, and then the teacher will form a unique personalized lesson plan according to the students' learning situation. (1) Select the key and difficult points of each unit as the lesson preparation content; (2) All participants prepare lessons independently one week in advance; (3) The main lesson preparers are randomly selected from the participants; (4) Give play to the leading role of professionals. Case Reflection-Promote teachers' professional development by reflecting on the success or failure of cases. Self-reflection requires teachers' voluntary participation, and activities such as instant case analysis, teaching essays, teaching postscript and excellent case evaluation are carried out in teaching and research activities to promote teachers' self-reflection. Mutual reflection refers to various forms of teaching and research activities such as classroom teaching and research meetings, mentoring meetings and so on. They learn from each other in interaction and promote their professional development. Case studies learn from each other and learn from each other's strengths. The heterogeneity of the same class can make teachers learn from each other's strengths; Novices can grow up quickly if they meet the standards; Special seminars focus on solving difficult problems in teaching and forming knowledge; The backbone demonstration class can play a leading role in the profession. Making a scientific and reasonable teaching and research plan and actively carrying out teaching and research activities can promote teachers to develop faster, better and higher, learn in development and develop in learning.