Lu Dexiong, Teaching and Research Section of Pujiang Education Bureau
I. Purpose of the investigation
Educational scientific research has become the focus of current educational reform. The smooth development of mass education and scientific research activities is a working strategy that our teaching and research management department needs to study.
We carried out a survey on the current situation of educational research in middle schools, aiming at understanding the attitude of middle school teachers to educational research, their mastery of educational research knowledge, their participation in educational research, their confusion and expectations. Understand the understanding, organization and management of educational research in middle schools and the main problems existing in educational research. First-hand raw materials are obtained through investigation, and then the raw materials are sorted and analyzed, so as to analyze the causes of the problems, seek solutions to the problems, and put forward work suggestions, which will provide guidance, service, management decision-making and other references for the deepening development of education and scientific research in middle schools in our county during the Tenth Five-Year Plan period.
Second, the contents and methods of the survey
To investigate the current situation of educational research in middle schools is mainly to investigate the understanding and participation behavior of middle school teachers in our county, as well as the promotion and development of educational research in schools. Therefore, the survey mainly focuses on the following aspects to design the content and methods.
(a), the content of the investigation
1. Teachers' basic understanding of the significance of educational research
The purpose of investigating teachers' basic understanding of the significance of scientific research is to understand middle school teachers' attitude and understanding level of educational scientific research. Attitude determines behavior and knowledge determines motivation. Teachers' attitude and understanding of educational research is the basis of carrying out educational research, and the premise of the organic combination of teachers' needs and the services of teaching and research management departments.
2. Teachers' education and scientific research knowledge.
Educational research has its own regularity. Teachers must have some basic knowledge of educational research in order to understand the laws of educational research and carry out activities accordingly. How much you know about the common sense and principles of educational research directly affects the reliability and validity of teacher education research. The extent to which teachers master the knowledge of educational research is the basic situation that teaching and research management departments must master to popularize educational research activities.
3. Organization and management of school education research.
In addition to teachers' conscious actions, schools need to advocate educational research, affirm educational research activities and reward educational research achievements. Otherwise, the enthusiasm of teachers will not be protected, the pursuit of value will not be recognized, and educational and scientific research activities will give up halfway. This involves the organization and management mechanism of school education and scientific research. Only by understanding the current degree of concern and existing problems in this area can the teaching and research departments better guide and manage.
4. The urgent hope of schools and teachers to carry out educational research.
To carry out educational and scientific research activities, schools are the main position and teachers are the new force. Understand the hope of schools and teachers for educational research, meet their needs, give full play to the potential of schools and teachers to carry out educational research, and make educational research activities flourish and full of vitality. It is also an important aspect for teaching and research departments to carry out educational research services and management.
(ii) Survey methods
1, questionnaire
Considering the extensiveness of the survey and the manpower, material resources and time of the survey operation, it is suggested that this survey should be mainly conducted in the form of questionnaire survey. Besides fully considering its reasonable connotation and extension, the questionnaire items are mainly designed according to general experience and prediction. The design of item sentences should be as simple, clear and concrete as possible to avoid ambiguity or implied induction. Try to be tactful in writing, so as not to cause disgust and affect the objectivity of the investigation. The topic setting of the questionnaire includes two aspects: restrictive and open. There are 19 restricted topics, and each topic has four options, requiring a single choice. There is only one open topic, and the respondents are required to put forward two hopes and suggestions according to their actual situation and understanding.
2. Scope and object of investigation
Considering the geographical and grade representation of schools and teachers, as well as the responsibility of the investigators themselves, the scope of this survey is drawn up for all junior high schools (including nine-year schools) and senior high schools (including vocational schools) in the county. The object of investigation is the leaders and teachers randomly determined by each school.
3. Determination of survey samples
A total of 300 questionnaires were printed in this survey. There are 1 10 students, junior high school 140 students and 50 students in nine-year compulsory schools in the proposed sample, with a total of 300 samples. Questionnaires are distributed according to the approximate proportion of the number of teaching staff in each school, and the teaching directors of each school are invited to preside over the answer sheet and collect the questionnaires. After statistics, a total of 269 valid questionnaires were collected. The sample of the questionnaire is one third of the total number of teachers. Among them, 84 teachers have worked for 1-5 years, accounting for 31.23%; There are 60 teachers working for 6- 10 years, accounting for 22.3%; There are 63 teachers who have been working until11-kloc-0/5, accounting for 23.4%; /kloc-62 teachers (23.05%) took part in the work more than 0/6; The proportion of teachers' group categories conforms to the basic norms of scientific investigation requirements, and the sample reliability is relatively reliable.
Third, the analysis of the survey results
(1) Teachers' understanding of the relationship between educational research and conventional teaching.
This part is included in questions 2-6 of the questionnaire. It involves responsibility, attitude, concept, understanding, interest and so on. These aspects mainly reflect teachers' ideas and internal motivation to carry out educational research. Statistically, the major options are as follows
1, 83.46% think that "carrying out educational research is something that every teacher should try";
2. 36.4% are willing to participate in educational research, 29.37% find it too difficult, 25.65% are uncertain about the subject, and14.87% lack confidence;
3.79.63% think that teachers are engaged in educational research "mainly to improve their theoretical level";
4.29.7% people think that the main problem of teacher education research is "lack of special funds", 23.05% people think that they don't understand the methods of education research, and 35.96% people think that they can't meet the curriculum.
5.33.8% think that the first thing to consider in carrying out educational scientific research is "studying scientific research knowledge", 22.3% think about their own teaching work and 26.39% visit and study.
Through the analysis of these data, we can see that most teachers have a deep understanding of the significance of educational research and are interested in educational research. This fully proves that the strong atmosphere of teaching, scientific research and scientific research in middle schools in our county has been formed, and teaching, scientific research and scientific research have become hot topics of great concern to everyone at present. Teachers not only have the awareness of educational research, but also begin to think about the starting point of educational research. Educational research is still new to teachers, and there are always doubts about new things. Teachers focus on "finding it too difficult", "not sure about the subject", "lacking confidence", "not knowing the methods of educational research" and "not being able to arrange time", which shows that teachers are still mysterious about educational research. Because of the mystery, it is difficult to get involved. If you've never set foot in it, it's hard to know where to start. This makes our teaching and research departments should pay attention to how to guide teachers to delve into educational research knowledge and how to determine the starting point of educational research through reflection on their own teaching work.
(B) Teachers' understanding of educational research itself
The content of this part is mainly to understand teachers' initial knowledge and understanding of the nature of educational research. Its contents are reflected in questions 7-9 and 15- 17 in the questionnaire. The options with prominent statistical proportions of each question are as follows.
1, 72.4% think that the direction of teacher education research should be "teaching practice research";
2.47.2 1% worried about undertaking research, 28.62% worried about "lack of theoretical knowledge" and 20.82% worried about "not knowing how to refine the results".
3.34.2% think that the value of teachers' educational research results lies in "the substantial improvement of teaching results", 28.25% think that they have learned how to study problems, and 26.77% think that they have experience and feelings in educational research;
4.65.43% are familiar with education and scientific research, 65.438+02.64% are familiar with it, and 65.438+04.5% are unfamiliar with it.
5.44.6 1, 27.5 1 and 65.438+03.88% people think that regular teaching and research activities are interrelated with educational and scientific research activities.
6.5 1.67% people think that the subject of educational scientific research should be "the problem of improving teaching methods", 24.54% people think it is "the strategy of solving work problems", 17.84% people think it is "the problem of understanding outline materials";
From the analysis of this part of data, we can see that teachers have the necessary knowledge and understanding of educational research, which embodies the characteristics that educational research in primary and secondary schools should be based on educational practice research, and shows that teachers are most interested in the topic of educational research and are closely related to teaching work. Teachers' evaluation of the value of educational research lies not only in the improvement of teaching results, but also in their own feelings and experiences in educational research and how to study problems. This shows that teachers pay more attention to the progress of ideas and ways of thinking brought about by educational research activities, rather than simply paying attention to the achievements of the subject itself. This result is the fundamental significance of general education research.
(3) The present situation of educational and scientific research in schools.
This part mainly understands the main symptoms of school education and scientific research through the questionnaire 10- 14. The situation that the statistical options of each question account for a large proportion is as follows.
1, 70.26% think that the school's educational research activities will make "teachers learn educational theory deeply";
2. It is considered that the key to educational research in schools is "teachers' conscious behavior", accounting for 33.46%, "school organization and management" accounting for 27.88%, and "superior guidance" accounting for15.61%;
3.55.76% think that we should "improve the incentive mechanism", 26.02% think that leaders should take the lead, and 14.5% think that we should pay attention to material rewards.
4.35.32% think that the main problem of educational research activities in schools is "no suitable problems", 33.83% think that there is no support and guidance from superiors, and 2 1. 19% think that teachers are not interested;
This part of data indirectly reflects that the school has put educational research on the agenda at present, and teachers have the impulse to try educational research and realize the relationship between learning educational theory and solving problems. However, the school's management of education and scientific research can not meet the needs of teachers. The value orientation of teachers' educational research needs the guidance of the school, and the enthusiasm and process operation of educational research need the affirmation of the school. How to raise the problems in their own work into subject research needs more guidance and guidance. Ignoring these three problems, it is not easy for teachers to closely combine topic research with their own teaching work, to attach importance to process research and to maintain lasting motivation. Establishing a perfect incentive and evaluation mechanism is a prominent problem for schools to carry out mass teaching and scientific research at present.
(D), the expectations of teachers to carry out educational research
This part is arranged in the question 18-20 of the questionnaire, mainly to understand the urgent needs of teachers to carry out educational research. Its statistical data are reflected as follows.
1. 50. 19%, 22.68%, 15.99% and 165438 think that the teaching and research section should focus on "analysis of practical problems in schools", "lectures on theoretical knowledge" and "supervision and evaluation" respectively.
2.39.03% think that our county should "set up a single fund" for education and scientific research, 23.42% think that it should be included in the comprehensive evaluation of schools, 17. 1% think that it should pay attention to achievements, and 16.73% think that publicity should be strengthened.
3. The hopes and suggestions for developing educational and scientific research are as follows.
(1) hope: the tendency is "teaching and research training, special lectures on educational theory, expert guidance, visiting and learning opportunities, case analysis, providing information, and participating in research activities of research groups".
(2) Suggestions: We tend to "set up relevant incentive policies, set up individual assessment in schools, and improve environmental conditions" and so on.
From the statistical analysis, the overall response of teachers to this part is to start from themselves, find their own breakthrough in scientific research, and gain experience in educational research. There are not a few teachers who pay attention to the achievement reward, which is mutually confirmed by the previous "teachers pay more attention to the progress of ideas and ways of thinking brought about by educational research activities".
Four. Work suggestion
(a), leaders should study the subject from the school philosophy and the development of the school.
Leadership is the key to all school work. The importance that leaders attach to teaching and scientific research directly affects the development of subject research. Leaders should attach importance to research work. However, leaders have many ideas all year round, so it is impossible to only consider education and scientific research, and it is impossible to spend too much energy on special projects. However, leaders should not shy away from education and scientific research, but should consider new working methods by promoting the development of schools and the construction of teachers. Promoting teaching by scientific research and promoting development by scientific research is a new concept of current education reform. Leadership in scientific research focuses on the relationship between topics and school-running ideas, the relationship between topics and school development, and the direct and indirect relationship between topic content and teaching reform. In essence, considering these problems is a part of project research, and studying these problems is the key to grasp the development direction of school project research.
(two), in the process of training the backbone of education and scientific research to do the project.
At present, in the absence of a special teaching department, the educational and scientific research work of the school is generally undertaken by the teaching director. The director's understanding of educational scientific research is much more substantial than that of ordinary teachers, and the problems he sees and the analysis of the nature of the problems are much deeper. But the dean can't solve the problem by himself, and he must rely on the backbone teachers to drive the teachers to solve the problem together. Schools should train scientific research backbones, only let backbone teachers undertake tasks, learn the methods of education and scientific research in the process of doing tasks, and improve theoretical literacy and research level in the process of doing tasks. We often hear many directors lament that teachers can't educate and research, and schools can't carry out research projects. When should our teachers learn to teach and research? In fact, it is not so much "learning" as "doing" educational research. The purpose of learning is to be able to do it, but it is impossible to do it when learning. If you don't do it, you will learn something with a distance. If you do, you will encounter problems. If you have any questions, you must learn. At this time, there will be no sense of distance in learning, and you will learn from facts and apply what you have learned. It is naturally clear which is more suitable for the needs of the school, learning to do it again or learning by doing.
(3) The realistic conditions for engaging in this subject are sufficient.
When teachers are doing or preparing to do a project, they often complain about the poor school conditions and environment and the lack of ready-made materials. There are many difficulties in the school's dissatisfaction with teachers. It is not surprising that there are insufficient funds, poor conditions and lack of information and equipment. For teachers, schools are often difficult. You can't answer without answering. The teacher's dissatisfaction and the school's difficulty lie in subconsciously linking educational research with high technology, mystifying educational research and thinking that scientific research is the product of high equipment and high conditions. In fact, school education and scientific research are mainly to solve the puzzles and problems in teaching. These puzzles and problems are the products of conventional teaching methods. The ways to solve these problems are generally to change ideas, improve methods and increase measures. These ways can exist completely under the existing conditions, or they are not difficult to provide. Having made this clear, we choose topics more to consider the problems in practical work, and engage in research more to consider how to fully tap the potential. In this way, we will be completely based on the realistic conditions to engage in the project, and the project will have vitality.
The above three suggestions mainly focus on the cognitive concept of "doing" in educational research. How to ensure "doing" and make "doing" more dynamic is a problem that can be solved by the routine management of schools and education departments, so I won't go into details here.