Educational scientific research includes all educational phenomena and processes and various phenomena related to this phenomenon; The main research content of teaching research is the content, process, methods, means and management of teaching.
2. The direct purpose of scientific research and teaching research is different.
Educational scientific research is an exploration activity, a creation activity and an activity of constantly testing the existing laws. The purpose of scientific research is to explore the objective laws of education. The direct purpose of teaching research is to do a good job in teaching and improve the quality of education. The main way is to carry out various forms of teaching and research activities (such as lectures, collective lesson preparation, collective discussion, teaching material training, quality class evaluation, etc.). In addition, the teaching and research work also has the task of subject teaching management.
3. The research process is different.
The process of educational scientific research is a process of exploration, emphasizing creation and development. In the field of academic research, there can be no subjective restrictions and scientific conclusions cannot be established through administrative decision-making. Teaching research mainly serves daily teaching. Although it also emphasizes creation and development, this kind of creation and development must be limited to a certain range. Such as subject syllabus, normative documents formulated by administrative departments at all levels, etc. Subject teaching and research work must be based on more effective implementation of the syllabus and management documents (such as teaching practice, teaching management methods, etc.) issued by the higher education authorities. ), and not arbitrary.
3. The results and their manifestations are different.
The results of educational research are new scientific knowledge, which is expressed in the form of research papers, research reports and homework plans. The results of teaching research are the improvement of teaching quality, the progress of students' learning and the standardization of teaching management. Although these two aspects of research often achieve results at the same time, they cannot replace each other. We can't think that writing a research report is equivalent to teaching effectiveness, and we can't replace scientific research results with teaching effectiveness. Some people think that the achievement of educational scientific research is the improvement of academic performance, such as the improvement of average score and passing rate. It is very one-sided to take several students admitted to key universities as quantitative indicators of scientific research achievements.