At present, new educational concepts such as "research school", "promoting learning through scientific research", "promoting teaching through scientific research" and "teachers are researchers" have been accepted by more primary and secondary school teachers. The new curriculum reform of basic education requires the majority of primary and secondary school teachers to change their traditional professional roles and become direct educational and teaching researchers. However, on the other hand, at present, educational research has not become the conscious behavior of primary and secondary school teachers, the actual effect of school educational research is still relatively low, and the guiding and leading role of educational research in teachers' educational teaching practice has not been fully exerted. Analyzing the reasons, it is very important that some primary and secondary school teachers are separated or even opposed to education and teaching work by the influence of traditional educational ideas and practical factors such as "exam-oriented education" and "one-sided pursuit of enrollment rate", forming some wrong and vague understandings of education and scientific research. These understandings not only hinder the cultivation of primary and secondary school teachers' awareness of educational research and the improvement of their quality, but also affect the smooth progress of school educational research activities. These mistakes and vague understandings can be summarized as follows:

1, irrelevance theory. In China, for a long time, both educational theory and educational practice have positioned the professional role of primary and secondary school teachers as knowledge givers. It is believed that the primary and secondary school teachers' duty and main task is to impart the long-term accumulated knowledge and experience (mainly book knowledge) to students, realize the reproduction of scientific knowledge, and finally complete the task of cultivating people. And engaging in educational research is considered to be the business of educational theorists, teaching and research personnel and university teachers, and it is the business of so-called experts and scholars. Influenced by this traditional educational concept and understanding, some primary and secondary school teachers think that engaging in educational research has nothing to do with themselves. Their attitude towards education and scientific research is "nothing to do with themselves, hanging high".

2. mysticism. Generally speaking, China has not done a good job in scientific research, the cultivation of scientific research awareness of the whole people, the popularization of scientific knowledge and technology, and the science education in schools is relatively weak. Scientific research, especially some high-tech, cutting-edge, cutting-edge technology research, is often attended and completed by very few scientists in a relatively closed environment. People generally form such a mindset about scientific research itself: research is a profound knowledge, which requires profound theories, profound thinking and wisdom, specialized skills, technologies and unique research methods. This situation has also caused people to have a sense of mystery about scientific and technological research, believing that only experts and scientists can engage in research, innovate and invent. Affected by this, some primary and secondary school teachers also mystified educational research. They think that educational research is inscrutable, and they have no way or ability to engage in educational research.

3. useless theory. In China, there is a certain degree of disconnection between educational theory and educational teaching practice. The actual situation in reality is that some primary and secondary school teachers mainly engage in education and teaching by virtue of their accumulated experience. Due to the lack of guidance of scientific education theory, their education and teaching are not scientific and effective enough; Some so-called education experts and scholars shut themselves up in their study to write papers and do research. They conceived and deduced their ideal educational model and the ways and measures to solve educational problems out of thin air, and the achievements of educational scientific research can be described as a slap in the face. Due to the lack of practical foundation and experience support, their so-called educational research results are neither scientific, practical nor operable, and have no guiding effect on the education and teaching practice of primary and secondary school teachers. The current situation that the two teams are out of touch makes some primary and secondary school teachers form a negative impression on educational research, and think that this kind of pseudo-research is educational research, thus drawing the conclusion that educational research has no practical use and value, and is completely "showy".

4. Burden theory. Due to the influence of "exam-oriented education" and "one-sided pursuit of enrollment rate", the competition among primary and secondary school teachers in examination and ranking is very fierce, and some primary and secondary school teachers are under great social and psychological pressure. In addition, most of them also undertake very heavy tasks in teaching, student management and ideological and political education, and suffer under the weight of various pressures. Some primary and secondary school teachers regard educational research as a new extra burden imposed on them by the administrative department of education and schools. They think that their burden is already heavy, and engaging in education and scientific research will only further aggravate their already heavy burden.

5, no quality theory. Some primary and secondary school teachers also realize the significance and value of engaging in educational research, and think that primary and secondary school teachers should and must engage in educational research, but at the same time, they think that engaging in educational research requires high educational theory literacy and basic skills, relevant educational research knowledge and specialized educational research training, which they lack. Therefore, they also think that they do not have the quality to engage in education and scientific research.

6. Unconditional theory. These primary and secondary school teachers exaggerate and emphasize the external environment and conditions, especially the material conditions, needed for educational research and development. They believe that engaging in educational research requires certain research funds, experimental equipment, books and materials, professional guidance and expert guidance. Because my school lacks these conditions, I don't think I have the conditions to engage in educational research.

7. Coping theory. Due to the requirements of the new curriculum reform of basic education and the inspection and evaluation of educational scientific research by higher education administrative departments, some schools insist that every teacher must declare a subject and participate in educational scientific research due to external requirements and pressures. Due to the lack of comprehensive understanding of the significance and function of educational research itself, coupled with their own educational theory literacy and lack of educational research training, there is a contradiction between some teachers' external requirements for educational research and their ignorance and unwillingness to engage in educational research. Due to the lack of understanding and necessary guidance and help, they have to take a coping attitude towards educational research, thus forming an embarrassing situation of "only the form of educational research, no god of educational research" in many schools.

It should be said that the above-mentioned "misunderstanding" in the understanding of educational research in primary and secondary schools is the ideological and cognitive root that causes some primary and secondary school teachers to have weak awareness of educational research, low quality and ability, and inefficient school educational research. In this way, changing the traditional educational concept and overcoming the above-mentioned "misunderstandings" are important starting points for primary and secondary school teachers to engage in educational research and promote the in-depth development of educational research.