In recent years, although the research on teacher education in primary and secondary schools is in the ascendant, the existing research on primary and secondary education is basically based on the practice of universities or professional research institutions.

It has not yet formed its own unique and suitable operation mode. Educational research in primary and secondary schools has its own characteristics, which are different from those in imperial academy and professional research institutions.

Teachers' educational research paradigm is also different from that of professional education theorists. Then, what kind of educational research operation mode should be formed in primary and secondary schools,

How should primary and secondary school teachers carry out educational research?

First, primary and secondary school teachers should become researchers.

Facing the profound changes brought by information technology to people's learning and communication methods, facing the call of knowledge economy for innovation ability, facing the basic education class.

The process has changed dramatically. What should teachers do today? Our answer is: we must be researchers.

But many teachers think that we have "curriculum standards", theories, principles and methods provided by full-time educational researchers, and teachers' tasks.

Is "execution" and "operation", there is no need to study. Obviously, this understanding is not in line with the general trend of basic education reform, and it is also one-sided and incorrect.

Yes So why do teachers become researchers?

1. Teachers' professional practice is not enough to solve practical problems only by relying on existing professional theoretical knowledge.

Teachers' work is a specialty, and professional activities depend on a perfect theoretical knowledge system. At the same time, the high complexity of professional activities leads to the existence of professional activities.

In a large number of fields with unknown theories, it is difficult for professionals to solve various specific problems in actual situations only by existing professional theoretical knowledge.

Title. Therefore, on the one hand, professional practice requires professionals to master and apply existing professional theoretical knowledge, on the other hand, it requires professionals to make continuous progress on the basis of existing professional theories.

Do creative exploration, solve the unsolved practical problems in the original theory, and constantly reflect on and improve their professional practice. Professional practice combines professional service with specialization.

Industry-University-Research, professional workers are both professional service personnel and professional researchers. Teachers, as education professionals, are not just education.

The owners and users of professional theoretical knowledge are also the discoverers and creators of this knowledge.

2. The application of educational theory to teaching practice is a re-learning process.

The theory of educational science reveals the general essence and laws of educational phenomena, so it can guide educational practice, but it cannot predict whether it is sufficient.

Every special educational situation is certain, so it is not direct from educational theory to educational practice, and there must be an intermediate link, that is, creative application.

Links to educational theories. This special link is also a research link, which is to solve how to apply theory to the research of special education situations, such as teaching.

Learning methods, teaching strategies, advanced educational experience, teaching strategies, advanced educational experience and the promotion of educational reform achievements. This research link is small and medium-sized.

Scientifically speaking, it should be mainly undertaken by primary and secondary education practitioners.

3. Promote teachers' professional development in research-oriented change.

Suhomlinski is a famous educator in the Soviet Union, the headmaster of a rural middle school and a Chinese teacher. During his 35-year education career, he worked in

In practical work, I have written 4 1 book and more than 600 papers in my life while insisting on the research of educational theory. His research work has always been based on the daily education of the school.

Practice has created brilliant educational achievements and scientific and vivid educational theories with world influence in research-oriented reform.

School life is fertile ground for the innovation of educational theory, and educational practice is the source of educational thought. However, not all practices can produce vivid educational ideas.

It can promote the continuous renewal of "personal practical knowledge", and only research-oriented reform practice is a student with vivid educational ideas and correct "personal practical knowledge".

An inexhaustible source of success. Practical research-oriented reform is the basic way for teachers' professional development, and it is also the way for Suhomlinski to grow from a rural middle school teacher to a teacher.

Enlightenment from the experience of world-class educators.

The process of educating people and the process of research are unified. If the two are separated, educational labor will lack creativity and the teaching profession will lose its inherent dignity.

And happiness. As Suhomlinski said, "If you want teachers' work to bring fun to teachers, you won't become a monotonous classroom every day. "

The obligation of taste, it should guide every teacher to embark on this happy research road. "Everyone always lives in such a dual world:

Real world and hypothetical world, real world and ideal world, material world and spiritual world. The process of teacher research is to transcend reality and pursue response.

The process of transcending reality, pursuing ideals, transcending material and pursuing spirit is the process of obtaining career development, creating life value and experiencing life happiness.

Second, what kind of researchers should primary and secondary school teachers become?

There are three main types of activities in the career of primary and secondary school teachers: education and teaching activities, learning activities and research activities. These three are complementary, because

In order to better educate people, it is necessary to creatively solve practical problems in education and teaching and improve the rationality and effectiveness of education and teaching activities, which requires improvement.

Teachers' own professional level needs to be studied and researched.

The research of primary and secondary education in the continuum of "education, teaching, scientific research and learning" is different from universities and research institutions.

The theme and characteristics of. The main body of primary and secondary education research is not professional theoretical workers, but all teachers and managers; Primary and secondary education research

The topic is not from the arrangement and theoretical contribution of the higher education administrative department, but from the practice of school reform; The purpose of educational research in primary and secondary schools

Our task is to link educational theory with practice and solve the development problems faced by schools and teachers. And solve the problems caused by the school with a research attitude and way.

The process of showing problems in teacher education practice is the process of scientific research. Of course, educational research in primary and secondary schools also expects to discover laws and acquire educational research theories.

Results, but the main purpose is not to build a systematic educational theory, but to pay more attention to improvement, obtain the result of improving the quality of education, and pay more attention to self-improvement.

I get the fruits of the development of teachers and schools.

There are different types and levels of educational research. "Discovery" is research, and "application" (applying theory to solve practical problems) is also research. Experts and scholars use

Scientific methods, describing and explaining educational phenomena, exploring the unknown and discovering laws are research; As a party in the process of education, teachers care about their own educational behavior.

It is also a kind of research to constantly sum up, reflect and improve, form one's own educational thoughts, create unique educational art and update one's practical knowledge.

Look into it. Moreover, the latter is an important research that is different from the former and cannot be replaced by the former. One focuses on describing and explaining educational phenomena and constructing theories; one

Pointing directly at practice and pursuing more reasonable and effective educational and teaching behavior. One, as a bystander, interprets the educational and teaching activities of others; one

Put yourself in the educational situation and learn education in the educational action. An emphasis on the use of scientific methods to systematically collect, analyze and interpret information in order to obtain information that can be

The conclusion that others have repeated experiences; A way that is more based on reflective rationality and emphasizes the intrinsic meaning, value and application of individuals to educational activities.

Self-interpretation, critical reflection, and dialogue and communication between peers, in order to constantly break through the original cognitive framework and rigid way of thinking. , in order to gain self.

The promotion of professional connotation and the improvement of educational practice. The difference between the two is obvious, and it is not appropriate to standardize teachers with the research paradigm of experts and scholars aiming at constructing theories.

The rich and varied road of personalized research cannot exclude or deny the value of teachers' reflective research and its achievements with the research paradigm of experts and scholars.

Third, the educational research methods of primary and secondary school teachers

Primary and secondary education research is mainly applied research to improve the rationality and effectiveness of educational behavior, and mainly solves the problems of educational research results in educational practice.

The developmental research on the applicability and feasibility of application in practice is a microscopic research aimed at solving specific educational problems and an educational practice.

"Field research" conducted on the spot. In short, it is a topic based on the outstanding problems of the school and the actual needs of the school development.

School teachers are the main force of research, and the research results are directly used in school-based research of school education and teaching. Characteristics of research on teacher education in primary and secondary schools

And its orientation determines that the educational research methods of primary and secondary school teachers are not exactly the same as those of experts and scholars. Characteristics and definition of educational research in primary and secondary schools

The post and the conditions of primary and secondary school teachers themselves determine that primary and secondary school teachers are more suitable to engage in educational research by using the following educational research methods.

1, action research. Action research is not a specific research method, but a new educational research concept, a methodological innovation, and

The same is true of the concept of "teachers are researchers".

The so-called action research is the research aimed at solving practical problems. Because the subject of action research comes from the needs of educational practice, it is easy to mobilize teachers to conduct research.

Enthusiasm for research; The creative application of theory to solving practical problems in education can unify the purpose of research with education and teaching. Due to action

Research emphasizes the combination of "action" and "research", so it can become a bridge between theory and practice, shorten the distance between theory and practice and promote

The combination of theory and practice. Because action research emphasizes the participation of practitioners, it advocates taking action in daily school life and real educational situations.

Marginal research is helpful to promote teachers' professional development and make teachers become researchers. Because the main purpose of action research is to improve education and teaching.

Standards, so it can help researchers improve education and teaching, improve the quality of education and teaching, and promote the development of schools. Because action research is not a special kind of research

Fixed research methods, so it is a kind of "standard" liberation for teachers. The process of action research is systematic and open, and its research

Methods are widely compatible, and various research methods can be used flexibly to achieve the purpose of research.

The characteristics and advantages of action research are more suitable for the purpose, task and particularity of educational research in primary and secondary schools, and it is the basic research for primary and secondary school teachers to engage in educational research.

Research methods.

2. Summary of experience. The purpose of summing up educational experience is to correctly describe (grasp) the facts and their processes in teaching practice and reveal the reasons between the facts.

Fruit contact, make it rise to the height of educational theory, and strive to guide further practice in the future. Therefore, a complete process of summing up experience should

Including sorting out facts, explaining facts and abstracting facts, it also represents three levels of experience summary.

In the past, primary and secondary school teachers paid more attention to the summary of educational experience, but in recent years they neglected the summary of experience, which is regrettable. In fact, many famous religions

Educators learn from others' experience, sum up their own practice and explore the laws of education; Many excellent teachers are constantly summing up their teaching.

Understand and grasp the law of education in the practical experience of education, and keep growing. The majority of primary and secondary school teachers have accumulated rich educational experience in long-term educational practice.

If they combine their own work practice and scientifically sum up their experience, it will undoubtedly help us to understand the laws of education, promote educational reform and improve educational level.

Quality and benefit. Teacher education research calls for the return of experience summary research.

3. "Cooperative research". This refers to the cooperation between primary and secondary school teachers and theoretical workers to carry out research. Teachers' educational research needs theoretical guidance, especially

Teachers who are new to educational research need the help and advice of theoretical workers. "Cooperative research" can promote the dialogue between primary and secondary school teachers and theoretical workers.

Understanding, changing one's own inherent cognitive perspective and working ideas, and broadening one's horizons are conducive to overcoming the blindness of practice, enhancing the timeliness of research, and making

Teachers' educational research has a high starting point.

"Cooperative research" can make primary and secondary school teachers and educational theorists learn from each other's strong points, which is conducive to activating the practical thinking and educational reality of educational theorists.

The theoretical thinking of practitioners forms the advantage of collective wisdom, and "cooperative research" is the bridge between educational theory and educational practice.

4. "Teaching case study". Teachers first write the problems found in their work and the whole process of dealing with them as "teaching examples" in the form of "narratives"; enter

And discuss and analyze "teaching examples" by writing "narratives"; Finally, through the analysis of special teaching examples, there are new discoveries, or through

The accumulation and research of teaching examples in a class have summed up a general conclusion. The learning of teaching examples is from the individual to the general, and the essence is seen through the phenomenon, from the outside to the inside.

It is a kind of "clinical pedagogy" research that reveals universal educational thoughts and internal laws in a specific educational situation. Practice has proved that teaching examples

Research is a research method that is suitable for teachers and can effectively improve teachers' educational behavior.

5. "Narrative research" and "reflective research". Teachers' educational research focuses on describing their own educational career and studying their own teaching in self-narration.

Behavior, through self-learning, summarize and improve their own educational experience and lessons, in order to improve their service quality.

"Narrative research" and "reflective research" require teachers to find problems from their existing education and teaching practice and form a preliminary design to solve them.

Want to enhance the planning and foresight of the action; It is also required to observe the effect of the action, and according to the observation records, think about whether your actions have produced results.

Fruit, what kind of effect is likely to produce, why will produce such an effect, so as to critically and continuously test the action plan and plan.

And modification. In this process, "narration" is not only a record of "action" and "reflection", but also a basic way of criticism and reflection. Strong "narrative".

The function of "reflection". "Narration" and "reflection" run through teachers' research-oriented reform practice and become the way for teachers to overcome habitual thinking and gain professional knowledge.

The key to industry development.

Fourth, the summary and expression of the research results of primary and secondary school teachers' education.

At present, the expression of educational research results based on the research paradigm of educational theorists is textual, limited to research reports and academic papers.

Others can only be used as attachments; And middle school teachers pay attention to the study of vivid, vivid, extremely complex and dynamic practical problems, research

Reports, papers and works are not only the only forms of educational scientific research achievements, but also experience articles, educational essays, educational periodicals, cases, teaching plans, class evaluation and so on.

Views, examination evaluation, educational debate, educational planning, school-based textbooks, courseware, teaching AIDS, etc. It is also the presentation form of educational scientific research achievements, and even the basis for teachers.

A lesson full of wisdom in the concept of the new curriculum standard is actually recorded as a teaching material for teacher education. Isn't it also a vivid presentation form of educational and scientific research achievements?

It should be pointed out that the achievements of educational research in primary and secondary schools are made, not written, and educational research cannot be equated with writing articles. Total scientific research achievements of teachers

This knot is first "well done" and second "well written". Teachers' educational research results are a kind of "grounded theory" with individual significance.

Look, it is the accumulation, screening and refining of educational experience, and it is the product of the close combination of theory and practice. In addition to a certain theoretical exposition, teachers should have their own ideas.

The "discourse system" formed in the process of qualitative research is full of teachers' inner experience, situational and procedural description, which comes from practice.

Higher than practice can not only effectively guide the educational practice of our school, but also mobilize the teachers.

Here is a brief introduction to the common manifestations and characteristics of educational and scientific research achievements of primary and secondary school teachers.

1, experience. An empirical article is an article written by summing up successful experiences. The experience article is thematic, practical, free and lively.

The structure of an empirical article generally consists of three parts: theme, case and analysis. The topic should be valuable, novel and small. This case should meet the standard.

Laws and examples should not be too monotonous, and experience should be fully explained from different aspects. Analysis should find out the inevitable connection between cases and conclusions and see what they are like.

Sample becomes experience. We should not only talk about the operation method, but also about its scope of application and universal significance.

2. Educational thesis. Educational essays are records of teachers' reflections, feelings, gains and losses and experiences in their own education and teaching process, and they can also record themselves.

Facts, phenomena and behavioral processes that are not involved.

Educational papers are flexible and short, and are generally discussed as one material. It is often the author's own "thinking experience" and "technical specialization". In addition to writing your own

Experience, but also write the lessons of failure and other experiences. , but it is not theoretical and speculative, but mainly describes phenomena and processes, and only discusses

The finishing touch.

Structurally, some educational essays mainly focus on narratives, focusing on recording the phenomenon and process of education and teaching, and simply expressing their views at the end of the article; Some with

The discussion is given priority to, and the narrative is short, which is just the introduction of the discussion. What matters is feeling and feeling. The examples of educational essays should be novel, typical and rich in connotation.

On science, incisiveness and nature.

3. Education Review. Educational criticism is an article that comments on educational and teaching thoughts, phenomena, words and deeds and educational and teaching cases. Educational criticism tends to

Objectively evaluate things outside the subject, talk long and discuss short, set things right, and analyze good and bad, right and wrong. There is a certain theoretical and speculative color, but it is not necessary.

There is a complete theoretical system, and most of them are small-scale works with one thing and one comment.

The structure of comments is similar to academic papers (including introduction, theory and conclusion), but most of them are "small comments" on an example or a phenomenon. The object of comments must be

It must be valuable, that is, it has typical significance, rich connotation and new and different colors. When writing an educational review, we should pay attention to whether the angle is appropriate, dig deep and find out its various attributes.

The most basic attribute in. The language expression of educational criticism should be appropriate, profound, sharp and thought-provoking.

4. Educational cases. A case is a typical event that really happens and is happening, including a problem or a difficult situation. Case writing is an important way for teachers to share experiences and supplement.

Strong communication provides an effective way to promote teachers to reflect on their own behavior and improve their professional level.

The structure of educational cases includes title, background, problems, problem solving, reflection and comments. There are many structures of case writing in classroom teaching at home and abroad.

Sample, but the analysis of its essential characteristics generally consists of three parts: case background, case description and case analysis. The background of the case mainly introduces the time when the case happened.

Basic information such as time, place, people, etc., explaining the method and theme of the case study. Case description mainly describes the scene of classroom teaching activities. case analysis

Is the key, mainly using educational theory to make a multi-angle interpretation of the case, its content can be their own thinking about the case or using theory to explain, or

Analyze around the problem.

When writing educational cases, we should pay attention to the use of the past tense and present relevant plots according to a certain structure, instead of talking about things and being reasonable; Case concept

Innovation, guided by advanced educational ideas; Analysis should be realistic, targeted, highlight key points, grasp key points, reveal the theme, and find out the basis and support.

My own opinion.

(Source: Curriculum Teaching Research, June 2005)