First, teachers engaged in educational science research problems
Educational research is a long-term and arduous task, and teachers will inevitably encounter some problems in the process of undertaking this task. First, the purpose of educational research is to provide scientific and practical theories, methods and strategies for the reform and development of primary and secondary education, so as to improve the quality of education and teaching. However, in actual educational scientific research, there are cases where scientific research does not aim at solving practical problems. Second, many educational ideas and theories are just castles in the air, educational behavior is still going its own way, and practice is seriously out of touch with theory. Third, many research methods of educational research have problems, the process is not rigorous, the research topic is carried out in a hurry, and there is a lack of scientific argumentation. Fourthly, although there have been a series of upsurge of special research in the field of educational research, they have actually failed to grasp the current focus, and their preference for certain topics objectively inhibits the initiative and creativity of primary and secondary school teachers in scientific research.
Second, how do grass-roots teachers engage in educational research?
Educational activities and research activities are two major tasks of modern school teachers. If a teacher can only teach but not research, he can only be called a "teacher"; If teachers only do research like professional researchers, it will definitely affect teachers' normal education. Therefore, a teacher who can teach learning is a qualified teacher who can adapt to the requirements of the times. If you want to be an excellent teacher, you should keep a "research attitude" while carrying out daily education and teaching activities. Only by properly handling the relationship between teaching and scientific research can teachers' comprehensive quality and practical ability be improved. How can scientific research and teaching learn from each other and achieve common prosperity in quality and performance? The author believes that the specific strategies are as follows:
1. Improve teachers' scientific research literacy based on teachers' standards.
Educational research is not only an effective way to improve teachers' theoretical level and practical ability, but also an effective means to cultivate research-oriented teachers. Based on this, the school should guide teachers to choose and establish their own scientific research topics, carry out research around the topics, and strive to produce results and effects.
(1) Take the lead in teaching and research and provide a stage for teachers to show.
School administrators should strive to become the backbone of scientific research and play a leading role in educational scientific research. At the same time, we should lose no time and try our best to provide a stage for teachers to display their talents and activities, stimulate their innovative ability, satisfy their sense of accomplishment, and make them devote themselves to the upsurge of educational reform with greater enthusiasm and consciousness.
(2) Implementing the whole process management of the project to provide mechanism guarantee for teachers' research.
Schools should strengthen the supervision of teachers' scientific research process and implement the whole process management of the project, so that every teacher can experience the real scientific research process and realize the ups and downs, which not only ensures the quality of the project, but also promotes the professional development of teachers. In the internal management reform of the school, which focuses on posts and responsibilities, competition for posts, regular assessment, rewarding the superior and punishing the inferior, the school should put forward the requirements of theoretical study, topic research, writing papers and participating in topic research at or above the school level, so as to provide mechanism guarantee for teachers' scientific research.
(3) Mobilize teachers' intrinsic motivation and provide effective technical guidance.
Only when educational research becomes a teacher's active and conscious behavior, from "asking me to learn" to "I want to learn", can teachers truly become research-oriented teachers. Therefore, mobilizing teachers' internal motivation is a problem that school administrators can't ignore. In order to carry out educational scientific research continuously and deeply, schools should provide teachers with dynamic scientific research information and effective technical guidance.
2. Carry out school-based research, so that every educator can teach in the research state.
In school-based research, schools become research entities, classrooms become research rooms, and teachers become researchers. Among them, teachers are the key and subject of school-based teaching and research. Therefore, teachers should strengthen their research consciousness, form the habit of theoretical study and practical reflection, and integrate teaching with teaching research and teacher development.
As a practitioner and researcher of teacher education, the author tries to divide it into three basic ways in the process of school-based research.
(1) cooperative school-based research
Cooperative school-based research means establishing several learning organizations in the school. There are three specific strategies: first, according to the guidance of professionals, members of the teaching and research group put forward their own opinions on a certain issue. Second, members of the teaching and research group will exchange and share information or successful cases to promote the exchange of information and the promotion of successful experiences. Third, the members of the teaching and research group reflect, debate and question the hot issues and focus issues in education and teaching, so as to reach a higher level consensus.
(2) Independent school-based research
Independent school-based research emphasizes the initiative, independence and self-control of teaching research. There are three main research strategies: one is to advocate research activities to solve problems. That is, taking a topic as a research topic, cutting in from different angles and solving problems through practice. Second, let each teacher record his own study and research, and help him understand the strengths, weaknesses, tendencies, habits and learning needs of his teaching and research. The third is to organize teachers to discuss new theories, give expert lectures, research classes or demonstration classes inside and outside the school.
(3) School-based research based on network
Teachers should learn to carry out school-based research under the network environment, and there are three main implementation strategies: First, learn to identify the validity, accuracy and authenticity of the information to be used. Second, learn to use the information exchange platform and resources in the website to exchange and discuss with other teachers and experts and carry out interactive research. Third, learn to use online information to collect data for research, so as to broaden your horizons.
3. Conduct reflective teaching.
Reflective teaching has a strong research nature. Teachers who conduct operational teaching only ask what happens after completing the task, while teachers who conduct reflective teaching not only ask how, but also why. Reflective teaching has four characteristics: first, reflective teaching aims at "two societies", that is, how teachers learn to teach, how students learn to learn, and the organic integration of teaching and learning, with the central purpose of how students learn to learn. Second, reflective teaching is a questioning of traditional practices and things that are taken for granted in the teaching process, including those successful experiences. Thirdly, reflective teaching is a set of procedures that teachers can operate relatively independently. Fourthly, reflective teaching tries to put teachers in the position of researchers, so that teachers can improve their teaching practice and teaching quality in an open way, improve their teaching inquiry ability through criticism and correction, and finally become researchers in their own teaching situations.
Third, the prospect of future school education research
School education in 2 1 century is facing many new opportunities and challenges, and it also puts forward new topics for school education research. In order to actively deal with these problems, school education research should focus on the following aspects:
1. Education aimed at cultivating students' personality
There are many specific problems worth studying in cultivating students' personality, such as the improvement of teaching methods, the development and research of teaching materials, the creation of ideal school environment, and the development of various educational activities.
2. With the help of multimedia technology
With the development of information technology, computer multimedia technology has entered schools. In the teaching process, information network technology and multimedia technology provide great hardware support for the development of teaching materials. Teachers should consciously and purposefully implement computer education and teaching in their work, and actively integrate computer technology into teaching.
3. Education based on individual differences
In teaching activities, we should try our best to design and implement teaching for different students, set different learning environments and teaching forms for students with different characteristics, prepare different learning materials, help students choose different learning methods and give reasonable learning guidance.
4. Pay attention to the research of curriculum development
Courses should be diversified and flexible. Teachers should pay attention to developing courses that students can learn by themselves, courses urgently needed by society, and teaching contents that students can easily understand and accept.
(Author: Beijing Dongcheng District Education Research Center)
(Editor: Wu Chan Jin Liang)