First, choose a theme.
The choice of subject is the starting point of educational research, which is related to the direction, effect, value and significance of scientific research. To this end, front-line teachers must choose appropriate topics to carry out research, which can be selected from the following aspects.
1, the subject research is based on the word "small". The established topics should be "smaller", which is convenient for us to study, easy to produce results, and the research cycle should not be too long. Small topics that can change behavior through self-exploration;
Or choose a "sub-topic" according to the key topic assigned by the superior and the teaching practice, so as to enhance the operability of the topic, solve some problems existing in the usual teaching, and improve their professional ability and scientific research ability.
2. The research of the subject pays attention to the word "truth". The research content of the subject should be "real", taking all kinds of problems encountered in teachers' education and teaching as the research object, taking independent research as the main way and solving the puzzles in teachers' usual education and teaching as the fundamental purpose.
To find common problems around real scenes and events in classroom teaching, we must be targeted and seek truth from facts. At the same time, as researchers, we should examine the problems existing in classroom teaching from the perspective of researchers, so that classroom teaching reform can keep pace with the times through research and teachers' professional growth can be realized through reform.
3. The research of the subject highlighted the word "new". The so-called "new" topic should conform to the actual situation of the school, meet the requirements of the new curriculum reform, and have a sense of the times and vitality.
When carrying out teaching research, we should take classroom teaching as the main position of teaching research, take the new curriculum concept as the guide, take the specific problems faced in the implementation of the new curriculum as the object, and constantly explore new problems or puzzles in the implementation of the new curriculum in order to achieve new breakthroughs and new promotion.
4. The subject research pursues the word "reality". There are many problems that need to be solved urgently in peacetime teaching, which is the basic source of topic selection. The research and solution of these problems can promote their professional growth and deepen the educational reform.
Therefore, when designing the project research plan, it is necessary to scientifically arrange the specific steps and implementation plans of the project research, so that the research plan and objectives can be closely combined with the usual teaching, and the implementation work should be done well. At the same time, teachers should also reflect on themselves, sum up and refine their experience in time, so that the operation of the whole project is always in a step-by-step and effective operation.
Second, how to conduct research.
Any research begins with "problems". When teachers encounter some "problems" or feel confused in teaching, they try their best to overcome them and constantly discuss and solve them for their usual teaching, thus improving their professional ability. In this way, teachers have embarked on a road of school-based teaching and research from "problem is subject-teaching is research-growth is achievement".
1, take "problem" as "subject". Teaching and research emphasizes solving teachers' own problems, practical problems and practical problems. However, not all teaching "problems" constitute research "topics".
Only when teachers continue to pay attention to a meaningful teaching problem, and only when teachers seriously explore and solve the problem, the usual teaching "problem" can be transformed into a research "topic".
2. Take "teaching" as "research". The vast majority of educational research will be carried out in classroom teaching, even theoretical research, and its results will be tested and applied in teaching. Teaching and scientific research are interdependent and complementary. Instead of completely separating the "two skins"
In fact, teaching activity is a process of continuous exploration, revision and perfection, which is always accompanied by the nature of scientific research. Effective teaching is not a simple repetition day after day, but a creative exploration activity in which teachers consciously learn new teaching experiences and theories. At the same time, we should also properly carry out certain standardized educational research to improve our educational research level.
However, primary education and scientific research often lower the standards and requirements, which also reflects the nature and characteristics of primary school teachers' work. In recent years, we have adopted interactive teaching and research methods, namely: around "preparing lessons-presupposition; Class-class; Class evaluation-perfection; Follow-up-re-creation ",and strive to improve teachers' professional ability.
3. Take "growth" as "achievement". The achievements of scientific research in primary education are not only goal-oriented, but also process-oriented and generative. After the research, the teachers will analyze and summarize the whole research process as planned, write a summary and refine the experience. Write out your knowledge, experience and feelings about educational research and communicate with peers;
Record the successful cases in the teaching process, analyze them with new theories and share them with peers; Summarize the teaching experience, write the teaching results into papers and take them out to discuss and communicate with colleagues, so as to constantly sum up the experience from the experimental process and use them to guide the usual teaching practice and improve their professional level.
We must constantly reflect on ourselves, know ourselves correctly and evaluate ourselves objectively through reflection, so as to improve the consciousness of teachers' educational and teaching behavior. If the success or failure of classroom teaching can provide reference for future teaching, that is, to improve experience and avoid mistakes, then the best way to achieve these is to write teaching reflections frequently.
Writing teaching reflection can not only prevent the loss of educational wit and teaching emotion, but also forget the "defects" and "regrets" in teaching, provide fresh materials for our future experience summary and action research, and urge teachers to effectively carry out self-evaluation, self-examination, self-reflection and self-improvement.
At the same time, teachers should take the initiative to learn the latest educational research results, actively think about innovation, seriously find effective ways to solve problems, and promote the improvement of teachers' teaching level. Therefore, we believe that the greatest achievement of primary education and scientific research is the growth and improvement of teachers, which is also the significance and purpose of primary education and scientific research.