Primary and secondary education research focuses on solving practical problems and highlights the main tasks of education research, which has the characteristics of microcosmic, concrete, daily, practical and applied, and its content is bound to be specific problems in education and teaching practice. Form theories in solving problems and use them to guide practice. This is the basic principle that primary and secondary education and scientific research must follow. To achieve this, we must take practical application as the main goal, solve practical problems in education and teaching as the main task, decompose the subject objectives, carry out scientific research tasks, and push the subject research forward step by step in a down-to-earth and serious manner. We must abandon the past "false, big and empty" discipline orientation and advocate teachers' "small, true and practical" discipline research. First, we should pay attention to "small". That is to say, the established topic should be "smaller". Starting from sorting out the problems existing in personal (or school) education and teaching, we choose "small" topics that can link the new curriculum concept, be practical, show the characteristics of our school, and change behavior through reflection and action. Or according to the actual situation of education and teaching in our school, the key topics assigned by the higher authorities are decomposed into sub-topics or even sub-topics to enhance the operability of the topics. The second is to pay attention to "truth". That is, the research content of the subject should be "true". Some experts put forward: "Teachers' research mainly includes two categories: first, classroom teaching, that is, teaching transfer and education work are realized through curriculum development, design and knowledge transfer in the classroom; The second is the care, education and promotion of students' spiritual growth. " Teachers must focus on the real scenes and events that improve classroom teaching and promote students' growth, and find common puzzles and difficult problems, which must be targeted and realistic. The third is to pay attention to "reality". In other words, the design and operation process of the project research should be "real", with special emphasis on "doing". That is to say, when designing the research plan, the research process should be arranged step by step and scientifically, so that the operation steps and research objectives can be closely combined with the specific contents and tasks undertaken by the members of the research group, and each participant can conduct research at the corresponding research steps and levels. So as to put an end to the phenomenon of "bubble research" in which there are many educational and scientific research projects in primary and secondary schools and few people really participate in the research. At the same time, the members of the research group should reflect, summarize and refine all links in time and effectively, so that the operation of the whole project is always in a step-by-step and effective state. Teachers who take classroom teaching as the center and occupy the main position of educational research must base themselves on classroom teaching, and doing well in teaching is the premise of educational research. The main task of teachers is teaching, and educational research can only produce fruitful results on the premise of doing a good job in teaching. To engage in educational research without teaching activities is bound to be divorced from reality and even go astray. The real educational research should be based on the discipline and my own teaching practice, finding problems, analyzing problems, understanding problems, and summing up the teaching experience and teaching experience of this discipline, rather than researching for the sake of research. Teaching and research should be unified. Only on the premise of doing a good job in teaching can we produce better results in scientific research. To do a good job in scientific research, teachers should first base themselves on doing a good job in teaching, preparing lessons carefully, studying the syllabus carefully and thoroughly understanding the teaching materials. Taking lesson preparation as the starting point of teaching and research, we should conscientiously do a good job in classroom teaching, constantly study and improve teaching methods, properly handle the relationship between teaching links, and constantly accumulate experience in the teaching process. Only by doing well in teaching and accumulating experience can we lay a good foundation for scientific research. Pay attention to reflective practice and grasp the main methods of educational research. There are many methods of educational research, but what is suitable for primary and secondary school teachers is mainly reflective practical research to solve problems encountered in teaching. To make reflection a tool and bridge for teachers' professional development, we should pay attention to the following aspects in practice. One is a brain problem. Only when there are problems and obstacles can there be thinking and analysis. Teachers should pay attention to forming their own problem consciousness when carrying out educational reflection activities, and be good at catching problems in fleeting phenomena and finding problems where there seems to be no problems. Take teaching as an example. If teachers have a clear sense of problems, they may find problems in all aspects of teaching. For example, in terms of teaching objectives, we can reflect on whether the teaching objectives are completed and reasonable; In the teaching content, we can reflect on whether the key and difficult methods of the textbook are suitable for the actual situation of students. Second, reflection should be persistent. Occasional reflection is not difficult, most teachers can do it, but continuous systematic reflection is not necessarily easy for everyone. As a reflection of research, it should be continuous, uninterrupted and systematic. It gets rid of the state of fragmented reflection and runs through the whole process of education and teaching, thus ensuring the pertinence and effectiveness of education and teaching research to a great extent. Third, the results of reflection should be confirmed in practice. Teachers should pay attention to applying the results of reflection to practice. Reflection is not an end in itself, its purpose is to change practice and improve teachers' education and teaching level. Therefore, on the one hand, teachers should pay attention to the reflection on educational and teaching phenomena or problems; On the other hand, we should also pay attention to using the results of reflection in the follow-up education and teaching activities, and constantly improve the practice state and educational wisdom. Author: Wang Xiaohong, Chaoyang Normal University, Liaoning.