Education and scientific research is not a paper that sounds good and looks good, nor is it a clause that perfunctory superior inspection, nor is it a window dressing. In the past, we thought that educational research was the business of experts and scholars. Teachers were excellent teachers as long as they taught students well, gave good lessons and got good grades in exams. However, the complexity of modern society severely criticizes our rigid teaching thinking of "studying hard, studying hard and studying hard again". The "knowledge-based" thought of most teachers is still deeply rooted, and students are still evaluated according to their scores. In order to change this situation, "educational research" and "school-based research" came into being.
For teachers who face their students every day, is teaching just educational research? How many scientific research components are there in regular teaching? Does a teacher write a paper, put forward an idea and sum up an experience count as scientific research?
Educational research, as its name implies, is educational research. Scientific research should reflect certain scientificity. The scientific nature of educational scientific research should reflect several characteristics: (1) The research facts are developing and conform to the objective reality. ⑵ The research content is systematic, accurate and verifiable. ⑶ The research conclusion is innovative and reasonable.
In school education, everything can be educational materials, and how to use these educational materials reflects the scientific nature of educational work. In the new learning style advocated at present, it seems that the position and role of teachers have been weakened, teachers have retired to the second line, and students' individual thinking has been fully displayed in the classroom. But in fact, in order to make autonomous, cooperative and inquiry learning methods play their due role and prevent students' individual thinking from being biased or extreme or superficial, teachers must constantly learn new teaching concepts, explore teaching methods that adapt to new textbooks, and strive to change their self-centered teaching attitude. In the process of this role change, many new problems will appear, and the process of solving these problems is a research process. If we can actively participate in the teaching reform, actively adapt to the changes of society, schools and students, and adjust and improve our teaching ideas and methods, then this is a process of educational research. In this process, participants will have new experiences, put forward new ideas and form unique styles. And sort out these gains to make them systematic, accurate and rational, so that they can be established as a research topic. Therefore, the teacher who can creatively carry out teaching work is a research-oriented teacher. While he is engaged in teaching work, he is also exploring educational science.
Teachers should also proceed from their own interests and correctly understand and treat educational and scientific research work. Because teaching work is first of all a means for us to get a living reward through labor; When you have some stable work experience, you must take part in some teaching and research activities in order to improve your personal working ability and professional title. Gradually mature in teaching and research activities, we will gradually find many contradictions and problems. In order to solve contradictions, improve the quality of work and increase our teaching ability, we must think and explore the teaching work more deeply, so we began to study educational science. Facing the era of reform, we are forced to constantly improve our ability through scientific research. The above is the only way for an educator to grow up in education. When a teacher can engage in teaching with a scientific research attitude and extract some scientific research information and materials from teaching and research activities, then the teacher should be a mature teacher. If a teacher can integrate teaching, teaching research and scientific research, then the teacher is successful.
Secondly, we should grasp the internal motivation of educational research.
At present, although primary and secondary schools advocate education and scientific research, it cannot be regarded as the main task of teachers, and teaching and educating talents is the primary task of teachers. Educational scientific research is the exploration, reflection and summary in the process of teaching and educating people. How to refine and sublimate the experience and achievements explored in education and teaching into scientific research achievements requires teachers to pay a lot of labor. In the process of education and teaching, teachers need to reflect on our teaching work with rational thinking, which requires deeper internal motivation.
The motivation for teachers to engage in educational research comes from three aspects: (1) problem consciousness: there are many problems and contradictions in educational teaching practice, which affect the development of education. A teacher with a sense of responsibility and mission will consciously explore ways to solve problems, so as to better accomplish the task of teaching and educating people. Then this kind of conscious exploration comes from teachers' noble professional ethics and conscious problem consciousness, which is one of the internal factors for a qualified teacher to engage in scientific research. ⑵ Utilitarian consciousness: As a new promotion form of educational development, educational scientific research must be appraised and evaluated, and the result of appraisal and evaluation becomes a result of researchers. Scientific research results are a weight for teachers' evaluation, promotion and employment. Therefore, another motivation for teachers to engage in educational research is utilitarian consciousness. (3) Conformity consciousness: Educational research is a new thing for primary and secondary school teachers. Every school has its own subject, which makes some teachers follow suit and participate in educational research.
Among the above three reasons for scientific research, consciously conducting scientific research to solve practical problems in teaching should become the mainstream of scientific research consciousness.
Third, we must master the correct scientific research methods.
The educational research in primary and secondary schools is different from the literature research of experts and scholars, and most of them belong to experimental research and action research. Therefore, when primary and secondary school teachers are engaged in educational research, they should base their topics on their own work practice and conduct research within the possible scope, with specific content, strong operability and strong pertinence. Only in this way can we have a targeted and well-founded topic selection. Appropriate research methods should be adopted in specific research work.
The educational research of primary and secondary school teachers is mainly carried out in the natural education environment, which means that the research task of ordinary teachers is carried out at the same time as the education and teaching work, which limits the scientific research methods of primary and secondary school teachers to some extent. In order to better coordinate the relationship between education, scientific research and teaching, avoid conflicts between them and make them mutually beneficial and win-win, I think the following common scientific research methods should be adopted.
(1) Educational observation method: It refers to a method that researchers make a purposeful and systematic investigation and description of objective things in the natural state through the senses or with the help of certain scientific instruments, so as to obtain factual information. Survey of education is the basic method to collect educational and scientific research data. The outstanding feature of observation method is "naturalness of environment". Teachers should pay attention to the classification and recording of observation when using observation to carry out research. Teachers in primary and secondary schools can use this method to educate students and keep records in their daily work, without having to split their ideas and do research.
(2) Investigation and research method: The focus of education investigation is to investigate the present situation of education, analyze and study some problems existing in the present situation of education, and summarize and find some regular things from the concrete manifestations of educational phenomena. Educational investigation should be carried out purposefully and planned in combination with the subject content, and the survey data should be analyzed and sorted out to draw scientific and logical conclusions. Before we study some subjects, we should investigate and study the facts involved in the subject and the facts in the teaching of primary and secondary schools.
(3) Action research method: Action research is a method solved in practical work, which is usually used by teachers, administrators and other educators to improve the quality of education. Action research pays special attention to the fact that the actual staff are doing actions and learning at the same time, looking for problems, finding problems and solving problems from actions. Action research method is our common research method at present, but we should pay attention to the collection and classification of data and discuss and reflect on it in time.
In addition, test research, experimental research and interview are also commonly used scientific research methods. Appropriate scientific research methods can successfully summarize and analyze teaching practice and draw scientific conclusions, so as to realize the mutual promotion and common improvement of teaching and scientific research.