随着教育改革的不断深入,学前教育领域对教师的专业性、教科研能力提出了更高的要求,同时,教科研的研究领域更广泛、更具体、更具有实践性和操作性,研究和探索的空间更加宽泛。然而,长期以来教科研往往让教师们感到高深莫测,一提起教科研就会让人望而却步,觉得那是专家和理论工作者的事。有很多教科研从内容和形式上往往也是追求所谓的“高、大、上”。加上教师们普遍重实践而轻理论,这对专业化成长不仅没有起到实质性的促进作用,反而使教科研成了从理论到实践的不可逾越的障碍。因此,我园从教师、教学实际出发立足探索园本音乐教研的内容和形式,努力营造有利于青年教师专业化发展的园本教研环境,建立和探索既符合青年教师自身发展水平又能实际运用的园本音乐教研模式,使青年教师在岗位上得到专业发展。 With the continuous deepening of educational reform, the field of preschool education has put forward higher requirements on teachers’ professionalism and ability of teaching and research. At the same time, the research fields of teaching and research are broader, more specific, more practical and operational, and research and Space for exploration is broader. However, for a long time, teaching and research have always made teachers feel inscrutable. When it comes to teaching and research, it can be prohibitive because it is something for experts and theoretical workers. There are many teaching and research content and form is often the pursuit of so-called “high, big, on ”. Coupled with teachers generally emphasis on practice and light theory, which not only for professional growth did not play a substantive role in promoting, but to enable scientific research into an insurmountable obstacle from theory to practice. Therefore, from the perspective of teachers and teaching practice, I park based on exploring the content and form of the music teaching and research, and strive to create a garden environment conducive to the professional development of young teachers, establish and explore both meet their own level of development of young teachers and practical application The garden music teaching and research model, so that young teachers in the post to get professional development.