We should adhere to the correct value orientation and establish a good educational and scientific research mechanism.
Under the background of deepening curriculum reform, the value of the school's adherence to correct educational research is mainly reflected in the following three aspects.
First, carry out educational research, form teachers' reflective culture, and promote the professional development of research subjects (teachers). Teachers become researchers, which is the rational demand of the new round of basic education curriculum reform. Whether a teacher can become a researcher is related to the efficiency of school education research mechanism and operation (including the role, function and system of school education research organization, etc. ) is also closely related to teachers' thoughts and awareness of educational research. Through action research, our school conducts collective reflection on teachers, studies the theoretical background of new curriculum standards and the way of textbook knowledge, analyzes the cases of famous teachers and excellent teachers, guides teachers to form the habit of reflection, and reflects and studies their own educational and teaching behaviors, thus generating educational wit and wisdom and enhancing the professionalism and vitality of teachers' profession. Insist on seeking theoretical support in reflection, understand the theory of educational science, and enhance the critical and explanatory power of educational teaching problems and educational phenomena, so as to communicate educational science theory with educational practice. The formation of reflective culture has made a group of teachers gradually grow from "skilled technicians" to "reflective practitioners" and become the backbone of school education and scientific research.
The second is to carry out educational research, change the lifestyle of teachers and students, return to the life world, and improve teachers' happiness. Through the establishment of teachers' reflection mechanism, teachers can realize such a truth in their teaching practice: school education life is a part of teachers' whole life world, and teachers' education life wins the recognition of students, parents and society through teaching and educating people, and realizes their professional value. Teachers are the main body of school education and scientific research, and teaching research is the exploration activity of teachers' reflection on the value and significance of teaching work, which makes teachers' teaching work truly have the quality of humanistic care. Education is life and work is research. Learning in education, learning, reflecting and growing in research should become the lifestyle of teachers in the new era, and the research process should return to the teacher's life world. For a long time, there have been these phenomena in our school: some primary and secondary school teachers have divorced from scientific research and narrowed their lifestyles into "teachers" and "tools for transferring knowledge". Some people think that teachers have to undertake more than ten classes a week, and at the same time they have to undertake heavy educational work, so how can they have time to engage in scientific research! Some people even think that letting exhausted teachers do educational research is as immoral as asking the poor to donate money. In view of these phenomena, on the one hand, we change teachers' educational life concept and way of thinking by giving play to the leading and exemplary role of some educational and scientific research backbones; On the other hand, through the establishment of teachers' project research files and personal development plans, teachers can try to experience the motivation of education reform and the sublimation of teachers' professional value in project research, and experience the happiness as "human teachers".
Third, through education and scientific research, students are trained, teachers are achieved, and the reform and progress of the school are promoted. For a long time, there has been such a logic in some teachers' ideas. Improving students' academic performance requires examinations, and it is impossible to conduct educational research. This kind of thinking is based on the fact that exam-oriented education and quality education have long been placed at the opposite poles of duality. Through teachers' scientific research, it is an important value of current primary and secondary education research and an "existence" problem of school education research to make education and teaching behavior more in line with education and teaching laws and improve students' academic performance and comprehensive quality. After a concrete analysis and diagnosis of the actual situation in our school, we began to study the organizational forms and learning methods of reform teaching, encouraged teachers to dare to change and innovate, examined the phenomenon of education and teaching with analytical thinking, found out high-quality topics with the core goal of improving students' academic performance and comprehensive quality, and conducted continuous and systematic exploration, so that teachers can accumulate meaningful experience in education and teaching, rise to rational understanding, find out methods that conform to the law and practice again. After summing up and upgrading, the practical research of education and teaching with teachers as the main body not only gradually improves the scientific nature of the research and the research level of teachers, but also stimulates the research enthusiasm and innovation ability of teachers, and has achieved remarkable results in improving the quality of school education.
Rooted in the phenomenon of school education, we should face the real educational life of teachers directly.
In the practice of school education, teachers have developed the idea that problems are topics, teaching is research, and results are growth. This shows that teachers' understanding of school education and scientific research has been significantly enhanced. The background of educational research projects in our school comes from the teaching confusion, needs or contradictions of teachers and students in the teaching practice. Although the research scope of school education and scientific research is large and the research content is rich, the education and scientific research in our school closely focuses on improving the quality of teaching and learning, and adopts various perspectives to explore problems in several fields in depth. The first is to study classroom teaching and the living conditions of teachers and students. Classroom teaching is a place for teachers and students to communicate and an important way for teachers and students to exist. Classroom teaching is an integral part of their life meaning. The quality of classroom teaching represents the quality of life of teachers and students in school life to a certain extent. A class, a class, a student and a teacher can all be taken as the research object. The second is to study the evaluation of students' physical and mental development in daily life and the establishment of guarantee mechanism; The third is the research on innovative management and reform and development of school education and teaching, highlighting the discussion of school development model, connotation development and characteristic construction.
In these studies, we adopt the research mode of "synchronous interaction between teaching and research", directly face the real educational life of teachers, organize and guide teachers to understand and observe the coexistence and common achievements of teaching and research. Teaching is the place, process and content of teachers' activities, and it is a way for teachers to participate in knowledge and emotion. Learning is a way of knowledge generation and accumulation, and it is also a way for teachers to participate in knowledge and behavior. In scientific research activities, the expansion of knowledge is realized through learning activities. Research is not only the running process of teachers' independent and sustainable development, but also the practical link of development. In practice, the three links interact at the same time, and in structure, learning is in the middle position; From the time point of view, study first, and then start learning one after another. Without research, learning will not happen. The function of providing energy for teaching and scientific research after the operation of learning is to play the role of energy system.
Adhere to scientific thinking, adopt multiple perspectives and explore appropriate research methods.
School education and scientific research should break through a single perspective and method and study education from a multi-dimensional perspective. School education research should have a broad multi-dimensional vision. From the perspective of multiple values under economic globalization, from the perspectives of modern teaching theory, deconstruction-constructivism, phenomenology, hermeneutics and educational sociology. Appropriate quantitative research should be carried out to enhance the scientific nature of school education research, and qualitative research should be carried out to enhance the applicability and reliability of school education research. Through observation, investigation, experimental research and other means, observe and analyze the reality of school education and teaching in multiple dimensions and dimensions. Through various types of activities and statistics of a large number of data, we can observe the teachers and students and their living conditions in school education and teaching as a whole, explore the positive factors that stimulate the vitality of teachers and students, and provide reasonable explanations and analysis for improving the quality of life of teachers and students. At the same time, this kind of scientific research will provide a reasonable explanation for the reform and innovation of school education and teaching, and provide fresh practical knowledge for the guidance of school education and scientific research function under the background of curriculum reform, which has vitality.
Undoubtedly, educational narrative research, as a new qualitative research method in educational research, is highly praised by school educational researchers because it pays attention to the story description of individuals, situations and occasional special events, deeply analyzes the important theoretical value implied in them, and is easy to master. When the application is right, it is really easy to show your strengths. What deserves people's attention is that in the upsurge of "educational narrative research", narrative research, especially narrative action research, has become a common expectation in the field of educational scientific research, as if educational narrative research is the only way for teachers' educational life. Can educational narrative research be so heavy? The author thinks that in school education and scientific research, researchers can't just love one method and absolutely deny or exclude the other. They need to flexibly choose appropriate methods according to the nature of the research problem, the research object and task, and the position of the problem in the whole research structure. As some researchers pointed out when comparing qualitative research with quantitative research, "Don't artificially exaggerate the differences between them. In fact, even in quantitative research, it is impossible to exclude the components between the subjects ... there are many complementary places between the two. "
It contains academic ethics and should adhere to realistic research and exploration.
At present, there are two tendencies in school education and scientific research that deserve attention. One is false research, that is, lack of standardized project implementation, theoretical study, practical research activities and regular special meetings. The collection and accumulation of empirical data in a few research processes even leads researchers to "process" information by means of modern information, forming so-called research results. These quick success and instant benefit practices have led to the phenomenon of "two skins" between scientific research and education and teaching practice, which will inevitably make educational research a burden and burden for researchers. The second is to attach importance to the research results and despise the research process. School education and scientific research only pays attention to research results, which is the performance of quick success and impetuous research. Moreover, the research results of schools are generally situational and targeted, and are not universal. Therefore, the evaluation of the effectiveness of school education and scientific research should not only pay attention to the research process and quality, but also pay attention to the research results and academic level.
In order to avoid the above two tendencies, we have positioned the theme of school education and scientific research. Through teachers' practical research, it is beneficial to teachers' professional growth, and more importantly, to improve students' learning methods and cultivate innovative spirit and practical ability by improving teachers' theoretical literacy, problem awareness, research awareness and scientific research ability, cultivating backbone teachers of educational research in our school, establishing an educational research team and creating a harmonious, tolerant, democratic, rigorous, skeptical and realistic academic atmosphere. By establishing a developmental teacher evaluation system, conducting academic salons, teaching forums based on project research, teacher research reports, etc., we will lead each participant to establish a lifelong learning concept, enhance their awareness of independent development, formulate and implement teachers' personal career development plans, and broaden their theoretical horizons based on educational and teaching practice, so that teachers can realize the integration of vision and the collision and conflict of ideas in their research and rationally solve practical problems in education and teaching.
Therefore, under the guidance of correct values and facing the reality of educational life, school education and scientific research should adopt flexible and effective research methods to make teachers become professional practitioners and researchers who respect educational laws and are good at exploring, so as to play the role of school education and scientific research in promoting the harmonious development of students, teachers and schools.
(Author: No.8 Middle School in Xuzhou City, Jiangsu Province)