Paper Keywords: teacher action research

Abstract: Action research is a hot research paradigm in today's world, and reflection on practice is its essence. The new curriculum reform makes professional growth become a concern of every teacher at present, and action research is a very effective way for teachers' professional growth, so it is particularly important for teachers to understand and carry out action research. ?

First of all, the questions raised

Since the 1970s? Teachers are researchers? 、? A practitioner of reflection? 、? Reflective teaching? 、? Action research? More and more concepts such as equality appear in various documents in the world. Teachers are more and more aware that the time when they can run a good education with their own narrow personal experience is gone forever. In the increasingly complex situation, they are involved in the equally increasingly complex educational practice, requiring them to seek a rational basis for their practical activities. Therefore, as a practitioner's teacher, this person, like all professional theoretical researchers, has his own specific knowledge and thoughts, and has the ability to understand, recognize and think. Should he end his long-term passivity? A teacher? Image, and replaced by a new image of active researchers. Especially in today's vigorous education reform, teachers, as researchers, have a new realistic background.

First of all, the increasingly frequent and profound educational reform makes new educational ideas, new curriculum plans and new teaching methods appear in front of teachers. These unfamiliar practices require not only the updating of teachers' knowledge structure, but also the adaptation of teachers' emotions and skills. Moreover, reform often requires teachers to evaluate and discuss these new things, and this pressure has increasingly become the driving force for teachers to engage in educational research.

Secondly, with the continuous advancement of the new curriculum, the challenges faced by teachers are increasingly complex, and professional growth has become a problem that every teacher must pay attention to at present. What do contemporary teacher education researchers think? Teachers become researchers? It is the only way for teachers' professional growth, which means that teachers' self-development lies not only in the growth of teachers' theoretical knowledge, but also in the fundamental formation of original ability and research consciousness.

Second, the interpretation of action research

It is generally believed? Action research? This concept was put forward by John, an American social worker during World War II. Currier and Lei Wen, a famous sociologist, put forward this concept for the first time in their reflection on traditional social science research. That is to say, to find a topic from the actual work needs, to conduct research with the participation of practical workers and researchers in the actual work process, so that the research results can be understood, mastered and applied by practical workers, thus solving practical problems and changing social behavior. No action, no research, no research, no action? This idea can be regarded as? Action research? The prototype of the definition [1].

Today, in the field of education, action research has become a huge movement, but there are different opinions on the concept of action research. The author prefers the definition of action research given by Yuan Zhenguo: action research is not an independent research method, but an educational research activity, which is an educational research activity in which teachers and educators combine their own jobs and comprehensively use various effective research methods to directly promote education improvement [2]. It can be seen that the essence of educational action research is that teachers study and solve the specific problems in the ever-changing education and teaching practice through the combination of action and research in practice, so as to promote the more reasonable, scientific and effective development of education and teaching and continuously improve the level and quality of education and teaching practice.

Regarding action research, we can interpret and understand it from the following aspects. First, action research is a kind of field research; Second, action research is a kind of practical research; Thirdly, action research is a kind of cooperative research; Fourthly, action research is a kind of circular research; Fifthly, action research is the process of making teachers learn to reflect critically. Sixth, action research is the process that teachers become producers of educational knowledge.

In short, as a front-line teacher, there is no need to care too much about other people's definitions of action research. It is important to grasp its essence, and action research can never be simply understood as? Learning by action, acting by research? It is easy to confuse action research with trivial work, which leads people to misunderstand or even disdain action research.

Thirdly, the steps, methods and strategies of teachers' participation in action research.

1. Steps for teachers to participate in action research. Since the appearance of action research, all advocates have tried to work out a set of operating procedures that can be widely popularized. However, more than half a century has passed, and no consensus has been reached in this regard. Summarizing the opinions of schools, the following six steps can be used as a reference for teachers to conduct action research:

Step 1: Find the problem. In daily work, we should treat every seemingly ordinary problem with analytical judgment, diagnose it according to the actual situation, and get the initial idea of change.

Step 2: Pre-research. Set up a research group composed of professional researchers, teachers and personnel to discuss the problems found, and everyone will fully express their views and opinions as a reference for drawing up the overall action plan. In the preliminary research, each member of the research group must master as much information as possible, including all the words, pictures, recordings and videos related to this problem, and feed back the mutual inspiration obtained in the group discussion to all teachers to listen to their opinions, so as to make a diagnostic evaluation for the formulation of the overall plan.

Step 3: Make a master plan. This is a systematic plan originally conceived, and it is also a blueprint for the implementation of each step of action research. Although it is a master plan, it is not static. If the feedback of specific actions deviates from the overall plan, it is necessary to modify the overall plan, because action research is an open dynamic system.

Step 4: Make specific plans. This is a concrete measure to implement the master plan, and its sequence arrangement will be based on the need to solve practical problems. With it, it will lead to interventions aimed at changing the status quo.

Step 5: Implement specific plans. This is an important link in the implementation of the specific plan and the key to the success or failure of the whole research work. After each step, the results of the action need to be evaluated. If the feedback information from the evaluation results proves that all the ideas and schemes are feasible, then the next step is to implement them according to the specific scheme; If the feedback information from the evaluation results proves that the previous ideas and schemes are not feasible in whole or in part, then the previous ideas and schemes will be revised in whole or in part, and the whole research process will continue on the basis of the revised new ideas and schemes.

Step 6: Overall evaluation of the research results. This is the summary of the whole research work, and it is a highly technical link. In addition to scientifically processing the data and information obtained in the research, we should also explain the practical problems that caused this topic. The evaluation of research results is not based on the perfection of explanation, but on the degree of solving practical problems.

2. Teachers' action research methods. As a way of educational research, action research is partly introduced in general educational research literature, mainly focusing on two basic research methods that are often mentioned in recent years but we are not very familiar with them, which are called research tools: professional journals and packages.

(1) professional log. To put it simply, a professional journal can be summarized in three sentences: it is a developing small database, which contains all the resources related to our action research project. Since it is a database, it means it is shared; It is a private folder, which records the details of our action research and describes our mental journey of pursuing professional development. Since it is private, it means it is unique; This is a targeted and reflective working paper. This means that professional journals are linked with critical reflection, and the ultimate goal is to promote teachers' professional development. Professional journals are mostly written, including charts, videos, CDs and other materials. Common words are diary, diary and freedom. First, journal is a descriptive and objective writing type, because different people can record and read it. For example, daily records can be used to record the questions raised by students in the discussion, who is speaking, what questions they raised and who is not speaking. You will find it very useful to be a researcher's daily record, recording it from the time when the event happens and keeping it continuous. Second, professional journals are often used as records of stream of consciousness. Authors usually have no objectivity. As many people who keep a diary have discovered, keeping a diary is a kind of. List everything? A good idea. These lists may be full of emotions, because writers usually don't edit their feelings and thoughts. Therefore, keeping a diary is often very effective and a good resource for review and self-positioning. Third, free writing is to write down the meaningful things you have recently discovered casually and quickly. ? Writing freely? That is, write freely, casually and constantly. Together with daily records and diaries, it constitutes rich first-hand materials in the process of action research. These materials are often reviewed and reflected, even in the process of collecting, sorting out and writing these materials, which embodies the essential characteristics of action research.

(2) bags. Portfolio is included in professional journals, which is a much smaller concept than professional journals. Professional journals can contain multiple portfolios. Generally speaking, a portfolio has a clear theme, and it is a portfolio with a distinct theme, which requires researchers to collect, select and edit materials in a planned and purposeful way around the theme, instead of blindly and casually listing materials unrelated to the theme. According to different purposes and uses, different types of investment portfolios can be created. For example, the new curriculum attaches great importance to teachers' curriculum development ability. Around curriculum development, we can create a? Curriculum combination? . Curriculum and teaching are inseparable. From the combination of courses, we can create another one. Teaching portfolio? Can it be extended from the teaching combination? Teacher development file? 、? Student growth portfolio? Wait a minute.

3. Basic strategies for teachers to carry out action research in combination with their own work.

(1) Cultivate problem awareness. The research begins with the problem. The longer teachers are immersed in their profession, the easier it is for them to lose their sensitivity to problems and take all problems for granted without questioning. Therefore, they should consciously cultivate their sensitivity to problems, be sensitive to what they see, hear and think, and find problems through thinking. Only when problems are discovered will research motivation be generated, and then actions will be launched around research.

(2) Master the basic methods. Action research seems irregular, but after all, it also needs to master basic research methods. In addition to the professional journals and collections mentioned above, some traditional research methods, such as observation, experiment, interview and questionnaire, etc. It is also some basic methods of action research. Teachers can master these methods by reading relevant books and periodicals in this field and use them flexibly in practice.

(3) Collect information at any time. The data of action research is diverse. What we hear, think, see and feel are all data, so we must collect them. First-hand information should be used as much as possible, including diaries, miscellaneous notes, autobiographies, essays, experiences, reports, papers, homework, audio (video) tapes, photos, etc.

(4) personally participate in the research. Teachers must be on the spot and feel this experience. There are many ways for teachers to participate in action research: they can carry out research independently in combination with their work or in cooperation with others; You can participate in other people's research, or you can determine your own topics to carry out research and so on.

(5) continuous reflection. With the development of action research today, it is generally believed that its core is to let teachers learn to reflect critically? Looking at the practice of daily and special education from a new perspective. ? Critical action research is no longer just a small scale, more people are involved! New teachers (not long ago) have been endowed with the characteristics of critical reflection and research, and they have brought practice to a new level. ?

References:

Chen Xiangming. Qualitative research methods and scientific research [M]. Beijing: Education Science Press, 2000:447-458.

[2] Yuan Zhenguo. Educational research methods [M]. Beijing: Publishing House, 2005:206-2 10.

[3] Yang. Action Research and Curriculum Innovation [J]. Teacher Education Research, 2004, (4).

[4] Jiang Feng. Reflections on teacher professionalization [J]. Research on Higher Normal Education, 2003, (1).

[5] Xiong Yuanyuan. On Teachers' Professional Development and Educational Action Research [J]. Educational Exploration, 2006, 8).

[6] rip Action research: an effective way for teachers' professional development [J]. Teaching and Learning, 2006, (3).

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