With the advent of the 2 1 century, in order to adapt to the social development of science and technology, informationization and globalization, countries compete in various fields, in the final analysis, it is the competition of talents; Which country can dominate the world stage in the future depends on whether the education in this country can cultivate outstanding talents to meet the development needs of 2 1 century. Education is future-oriented education. Only by applying the theory of scientific research methods can the quality of education be improved. Promote the ongoing education reform in China, and cultivate talents needed by the country and society. Basic education reform is no exception, and there are many gratifying gains and experiences in the experimental process of new curriculum reform for several years. There are also some problems that need to be discussed and discussed; Therefore, we should use the scientific research theories and methods we have learned to scientifically sum up our own and excellent teachers' educational experience, upgrade it to theory, and look for ways to solve problems theoretically.

First, educational scientific research is the driving force of educational reform and can promote the improvement of educational quality.

"Teaching and scientific research refers to a cognitive activity that uses certain scientific methods, follows certain scientific research procedures, and explores educational laws through the explanation, prediction and control of educational phenomena." On the basis of this concept, the meaning of educational scientific research method can be summarized as follows: it is a way to carry out educational research and construct educational theory purposefully, systematically and step by step. It is not only a knowledge system, but also a behavior rule. The main functions of educational research in the development of educational science are as follows:

1. the driving force for educational reform.

Education must be reformed, including educational ideas, educational systems, educational contents, educational methods and other aspects, relying on policies and educational research guidance. As the driving force of educational reform, educational scientific research has the following functions: promoting the change of educational concept through educational scientific research, thus deepening educational reform. Changing educational concept is an important content of educational reform and a prerequisite for promoting educational reform. The so-called educational concept refers to reflecting the opinions of certain social groups and their understanding and views on fundamental issues such as educational function, educational object, educational structure, process and development according to the requirements of political, economic and cultural development in a certain era. The correct and advanced educational concept is the embodiment of the spirit of the times and plays a guiding and regulating role in deepening educational reform; However, the conservative and backward concept of education has seriously hindered the smooth progress of the reform. Facing the construction of China's modern education system in the 2 1 century, we must first criticize the unreasonable factors in traditional education and have a sense of breakthrough and transcendence; The change of ideas can only be gradually realized by participating in educational research. It is through the research of educational science in recent years that people have gradually established a new concept of education, which is: emphasizing the value orientation of promoting social development and human development; Emphasis is placed on enabling students to acquire lifelong learning ability, creativity and survival and development ability, so that every student can get lively development.

2 to provide decision-making basis for improving the quality of education and the efficiency of running schools.

Exploring the ways and means of educational system, educational content and educational methods through educational scientific research will not only promote the improvement of educational quality, but also provide a basis for educational administrative departments to formulate educational policies. Scientific research in the field of education involves school teaching, moral education, management, social education, family education, vocational education and so on. For example, the research on the development strategy of regional education in China in recent ten years, in view of the vast territory of China and the extremely unbalanced development of economy, culture and science and technology in the eastern, central and western regions, how to build a reasonable educational structure, what reforms should be made in the educational system, curriculum, teaching materials and teaching methods to meet the different requirements of different regions for talents, and the micro-study of classroom teaching reform in schools, how to optimize the teaching process, improve teaching content, teaching strategies and methods, and improve teaching efficiency. Through educational research, we can explore the law of education, turn experience into theory, and then master it by educators, so as to give full play to the initiative and creativity of the subject in educational science. In order to adapt to the development of education in 2 1 century, we must train a generation of future educational reformers as soon as possible. They should have the practical ability to engage in scientific research, have a strong sense of reform, and are pioneering talents with independent thinking and innovative consciousness. Scientific research is the way to cultivate such talents. The process of scientific research is the process of teachers' re-learning, and the process of teachers' knowledge constantly updating, knowledge structure constantly improving and more reasonable. In recent years, it is through scientific research, bold exploration and summing up experience that teachers in our country understand, learn and apply educational laws in educational practice to improve the quality of education.

Second, the status quo of China's new curriculum reform

At present, China is undergoing a profound educational reform. Basic education should comprehensively promote quality education, face all students, comprehensively improve students' ideological and moral, cultural science, labor skills and physical and mental quality, and promote students' lively and positive development. To deepen education reform and comprehensively promote quality education, we must carry out fundamental curriculum reform, including the reform of curriculum system and teaching content system. The curriculum reform of basic education must focus on the requirements of the new era, take the development of students as the foundation, take the all-round development of students' body and mind and the development of individual potential as the core, and cultivate useful talents to meet the needs of the new century.

In recent years, with the deepening of the new curriculum experiment, great changes have taken place in classroom teaching, and teachers have gradually stepped off the platform and become students' learning partners. Teaching materials gradually shed the cloak of "Bible" and became the carrier of teaching content and the composition of teaching materials resources; Classroom has also expanded from classroom to campus, society and students' living space, which is closely rooted in social reality and students' living reality; Classroom teaching is gradually moving from rigid, rigid and single traditional mode and procedure to democratic, open and personalized exploration and innovation, becoming more and more vivid and full of vitality. The new curriculum reform is embodied in six aspects: curriculum function, curriculum structure, curriculum content, curriculum implementation mode, curriculum evaluation standard and curriculum management. First, reform the function of the course, emphasizing the cultivation of students' positive learning attitude, learning to learn to learn and be a man, and forming correct values; Second, the curriculum structure should be reformed to meet the requirements of the times and the development of different regions and students, which is scientific, balanced, comprehensive and selective; Third, reform the course content, strengthen the connection with students' life and the development of science and technology in modern society, attach importance to students' learning interest and experience, and select the basic knowledge and skills necessary for lifelong learning; Fourth, reform the curriculum implementation mode, advocate students' active participation, willingness to explore and hard work, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate; Fifth, reform the curriculum evaluation standard, and give full play to the role of evaluation in promoting students' all-round development, improving teachers' quality, improving teaching practice and promoting quality education; Sixth, reform curriculum management, implement national, local and school three-level curriculum management, and enhance curriculum adaptability. This kind of land reclamation has been tested in some areas and achieved gratifying results.

Third, under the guidance of education and scientific research, solve the problems in the new curriculum reform and comprehensively promote the curriculum reform.

1. Problems in curriculum reform and challenges faced by teachers.

With the deepening of the experiment of curriculum reform, "autonomy, cooperation and inquiry", as the spiritual core of the new curriculum teaching, has basically been recognized and understood by teachers, but new puzzles and problems have gradually emerged: Does students' "autonomy" bring more "relaxation" or "challenges" to teachers? In the face of the "independent" post-order of students' challenging and open thinking, how can teachers lead? Is "discussion" just "cooperation"? How to create and promote effective "cooperative learning" for students? Is "hands-on" just "exploration"? How to solve the conflict between hands-on "exploration" and limited "40 minutes"? How to solve the contradiction between curriculum reform and "examination", how to solve the contradiction between curriculum reform and "management" and how to solve the contradiction between enthusiasm for curriculum reform and lack of time? Wait a minute. Undoubtedly, the new curriculum reform puts forward new standards and requirements for teachers in knowledge structure, thinking mode, teaching ability and teaching means. Knowledge structure can have both local professional knowledge and interdisciplinary knowledge; Teaching ability should also be able to master a variety of teaching methods and form their own style, which is undoubtedly a great challenge for teachers. With the advancement of curriculum reform, the classroom atmosphere is active, and children can give full play to their talents, and there is no need to "raise their hands before speaking". The classroom is "lively" and there is no guarantee that there will be a good learning environment for everyone to study together. How to organize in order to attract all students and keep their lives in order? Can students who make mistakes be punished (not corporal punishment) for appreciation? After the curriculum reform, good process evaluation, multiple evaluation and developmental evaluation have been formed. The enthusiasm of children has improved, and the enthusiasm of teachers has never been higher, but the final exam has affected students and teachers. Examination evaluation is a way (not the only way) for students. Under the current mechanism, it is impossible to cancel the college entrance examination and the senior high school entrance examination without reform. Should we focus on the process or the result? At the same time, from what aspects should teachers' teaching be evaluated? Faced with the above problems, how should teachers respond?

First of all, in the curriculum reform, teachers should change their roles. Teachers are no longer the controllers of the teaching process, the makers of teaching contents and the judges of students' academic achievements, but the collaborators, guides and participants of students' learning. Teachers have changed from the authority of knowledge to the equal participation of students in research, and from the transmitter of knowledge to the promoter, organizer and director of students' learning.

Secondly, in the face of the new curriculum, teachers should cooperate closely, and each teacher should improve his knowledge structure and broaden his knowledge. If the original description was that "teachers need a bucket of water to pour a glass of water for students", it should be compared to "teachers need regular water to pour a glass of water for students", and teachers should learn to develop and utilize curriculum resources.

Thirdly, in the face of the new curriculum, teachers need new skills, that is, they have the ability to combine curriculum development, integration, information technology and subject teaching organically, and can guide students to carry out research and inquiry learning; Create rich teaching situations, pay attention to students' personal experience, and guide students to turn knowledge into ability.

Finally, in the face of the new curriculum, teachers' teaching strategies should change, from attaching importance to imparting knowledge to students' development, from attaching importance to teachers' "teaching" to students' "learning", from attaching importance to results to process, from unified standard education to differentiated education.

2. Carry out education and scientific research to meet the challenge.

Reform is the reform of old ideas and the establishment of new ideas, and the reform is often what we are familiar with. As a teacher, we should get rid of the long-term habits of teaching methods and behaviors. Therefore, teaching reform is a tough battle of curriculum reform, which requires every teacher to actively carry out educational research in close connection with the needs of curriculum reform experiments. Scientific research topics should be produced in the practice of curriculum reform, and educational research results should serve the practice of curriculum reform; Through experiments, teachers, teaching and research personnel and basic education research experts can give full play to the advantages of theory and practice, concentrate their efforts, find countermeasures and jointly tackle key problems around the implementation of the new curriculum.

In order to meet the new curriculum reform and improve the quality of teachers, we should vigorously carry out school education and scientific research. Teachers should actively participate in school education and scientific research. Teachers' participation in research can enhance their awareness and ability of self-reflection and understand the significance and role of their actions. Only by studying their own behaviors in the classroom can teachers understand what they have done in the classroom, what is the significance of these behaviors, what educational and teaching ideas they reflect and what impact they have on students. Similarly, teachers can only understand what students are doing, thinking and learning through in-depth and meticulous observation and inquiry, and what role these studies have on their development. The new curriculum reform is about to start in an all-round way. It is necessary to promote the change of educational concept through educational research, set off an upsurge of educational research among teachers, and actively promote the new curriculum reform.

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