First, solve the practical problems of the school. Primary and secondary schools are not specialized research institutes, and school education and research are aimed at the practical problems of schools. Ma said: "In the practice of educational reform, finding and solving problems, summing up laws and enriching theories in the process of solving problems are important ways of educational research." Because "finding and asking meaningful questions is the starting point of scientific research", studying questions is "the fundamental task of educational scientific research". Whether you can be good at asking a question often determines the value of research. In education and scientific research, we should have a clear sense of problems and clearly understand what problems we need to solve with the help of research and what kind of research activities can achieve this goal. At present, educational research in some schools cannot point to the solution of their own problems. The reason is that the problems they identify are not necessarily their own problems, but an insurmountable obstacle in the development of the school. In this way, educational research has become research for research's sake, and scientific research has become to complete tasks, decorate appearances or help others. In fact, school scientific research, if it is not closely related to the problems encountered in teachers' daily work, will not have the impulse of teachers' research, and it is difficult to produce sustained research actions without the impulse of teachers' research. School scientific research should take solving practical problems in school work as the fundamental starting point and destination of all scientific research activities, which is also the ultimate basis for testing educational scientific research behavior in primary and secondary schools.

Second, improve the teaching level of teachers. There is also a vital purpose of primary and secondary education research, which is to change teachers' teaching concepts and behaviors through scientific research, sum up teachers' teaching experience, accumulate teachers' teaching wisdom, liberate teachers from ineffective working conditions, and make teachers truly creators of educational wisdom. Therefore, school teaching and scientific research should pay attention to teachers' living conditions and professional lifestyles, and carry out research around teachers' professional development. We look at the effectiveness of school education and scientific research, depending on the extent to which it has changed teachers' behavior, improved teachers' professional quality, brought about the development and changes in the construction of teachers' team, and made some teachers stand out.

Third, promote the sustainable development of schools. Educational research should provide impetus and support for the sustainable development of schools. While solving school problems, school education research should put forward the direction of follow-up efforts, further clarify the path to be explored in follow-up research, and make the school step into the track of benign development through continuous research. Problems in schools are endless. Often a problem is solved, and another new problem that is more difficult to solve emerges. Therefore, the scientific research activities of the school cannot be accomplished overnight. It is necessary to design a new research plan or scheme to solve new problems in school education while solving a problem after a round of research activities. In this way, it is necessary for schools to take educational and scientific research activities as routine behavior and scientific research as the sustainable driving force for school development. Testing the teaching and research activities of the school should not only focus on solving the current problems, but also look at the degree of support it provides for the subsequent development of the school.