First of all, schools should be the base of teaching and research.
School-based teaching research emphasizes that the school is the base of teaching research, which means that the focus of teaching research should be placed on the specific school teaching situation. Because the problems of teaching research are summarized and collected from the school teaching practice, rather than presupposed and deduced, it is necessary to find, analyze and solve problems in the school teaching situation.
For many teaching problems, there is no specific teaching situation, so it is easy to talk about them in the abstract, but it is of little significance. For example, in the process of implementing the new curriculum, the three-level curriculum management policy puts forward new requirements for the school. Schools should not only creatively implement national and local courses, but also have the right and responsibility to develop school-based courses suitable for their own characteristics, so that there will be a very different teaching situation than before, and the situation of each school is also very different. For a specific school, solving the so-called superficial teaching problem is not so real, and there is always a sense of isolation, which cannot directly affect the teaching practice of the school. How to develop school-based curriculum? How to carry out comprehensive practical activities? How to reflect the autonomy, cooperation and inquiry of learning under the background of large class size? Wait, only by putting them into the specific teaching situation of the school can we find a solution. If teachers continue to pay attention to one or some meaningful teaching problems, try their best to solve problems in teaching actions, and constantly review and reflect on the effect of solving problems, then teachers' teaching work will have the nature of teaching research at the same time, and the continuous improvement of teaching quality and level will have a solid foundation.
It is emphasized that the base of teaching research is the school, which means that the working mode of teaching research will change greatly. On the one hand, the teaching research within the school should be based on the real teaching problems of the school itself. On the other hand, off-campus teaching and research institutions should not only adopt top-down working methods, but also adopt bottom-up working methods to listen to and reflect the teaching requirements and problems of students, teachers and principals. In addition to studying textbooks, teaching references and teaching methods, teaching research should also attach importance to studying students, studying classrooms, studying schools and studying courses. If you just convey instructions and assign tasks, even if you are in school every day, you can't say that the base of teaching and research is in school.
Second, teachers should be the main body of teaching research.
School-based teaching research emphasizes that teachers are the main body of teaching research, and teaching research should not only be the patent of a few full-time researchers, but the rights and responsibilities of all teachers. Only when more and more teachers treat their teaching practice and work with a research attitude and constantly improve their ability to solve practical teaching problems in the process can the general improvement of school teaching quality be truly possible.
Teaching research with teachers as the main body is different from ivory tower research with advocating ideas and theoretical schools as its own responsibility. It should be problem-solving action research, consciously and actively committed to exploring and solving teaching problems in their own teaching practice, so as to improve teaching practice and teaching quality.
Emphasize that teachers are the main body of teaching research, and clarify some misunderstandings in teaching research in primary and secondary schools. For example, in some schools, teaching and research projects are only done by individual researchers or even experts outside the school, or the teaching and research projects are getting bigger and bigger, or even a certain theory is formed easily, which not only makes teachers discouraged from teaching and research, but also denies teachers' rights and responsibilities to engage in teaching and research. Moreover, such research is divorced from teachers' own teaching practice and experience, and cannot play its due supporting role in improving the quality of school teaching. The existence and spread of these phenomena will make teaching research farther and farther away from school teaching practice, which is closely related to the system construction of school-based teaching research mechanism. To strengthen school-based teaching and research, teachers' awareness and ability of teaching and research must be improved. It is the vitality of the whole educational innovation that teachers become the main body of teaching research.
Thirdly, promoting the common development of teachers and students should be the main and direct purpose of teaching research.
School-based teaching and research, whether as a teaching and research activity or as a teaching and research mechanism, aims at improving school practice, improving teaching quality and promoting the common development of teachers and students. Among them, the core is the professional development of teachers and the sound development of students' body and mind, which is the main content of reflecting the level of running a school. Without this direct purpose, school-based will become an empty talk.
Whether the direct purpose of teaching research points to improving school practice, improving teaching quality and promoting the common development of teachers and students is an important sign to see whether it is rooted in the daily teaching activities of teachers and students and whether it is linked to the improvement of school daily teaching behavior. And the final subject of evaluation should be the principal, teachers and students of the school, and should not be other subjects outside the school. This requires institutional guarantee, that is, when schools think that teaching research does not directly point to the common development of teachers and students, they should be able to express their feelings and requirements smoothly in the system. This is not to deny the importance of off-campus evaluation, but to confirm the proper position and role of on-campus evaluation in the system. The achievements of school-based teaching and research, including its goal orientation, should be affirmed by teachers and students themselves, and more encouragement and affirmation should be given in the system. There are some phenomena in teaching research, which run counter to the basic idea of school-based teaching and research.