99 suggestions for English teachers I want to talk about my views from three angles: doing real research, doing research around me and doing effective research for your reference. First, it should be the conscience of every researcher to do real research and seek truth. However, in some schools, educational research is a bit "empty" and a mere formality, becoming a "image project" that looks good but doesn't work. The significance and value of educational research are questioned, and teachers' enthusiasm for research is decreasing. What kind of educational researchers do teachers in the front line of education need most? In my opinion, the most popular education research must be true, which can improve the quality of teachers, promote the quality of education and teaching, and ultimately promote the development of students. Dewey once said: "Education is a way of life and a way of action." Seeking truth requires us to show courage. We should not regard educational research as a bargaining chip for window dressing, adding honor, coping with inspection and personal promotion, but experience it as a process of concentrating on educational research. First of all, the topic should be true. In the eyes of some principals and teachers, educational research is to engage in "projects", and the higher the level, the better. No matter whether the project conforms to the teaching practice or not, as long as it is issued by the education administrative department or the higher-level scientific research institution, as long as it can decorate the facade. In fact, a school's educational research includes at least three kinds of research: discipline research, normal school research and school development research. It is not only driven by projects, but also supported by normal research. At the same time, it also takes how to run a school and how to reform and develop as the research object. This kind of research has a wide range of benefits, strong participation and wide application. Teachers should be encouraged to find topics in their own practical activities, to study and think, and to explore hot and difficult issues in depth. Don't just consider whether the project is approved and whether the level is "up to standard". Facing our daily educational goals and the difficulties we may encounter every day, persistent research is the most real, valuable and easy to produce results. Second, the process should be true. Real educational research is not an armchair strategist, but a process from hypothesis to verification, to promotion, or investigation, experience summary and implementation promotion. To carry out research and projects, we should persist in exploring in practice, care about the process, pay attention to actual results and not pursue formalism. If you avoid the weight and skip the water in the research process, then the whole process will become a dumbbell-shaped freak, with two ends heavy and the middle light. Real educational scientific research should be synchronized with practice, emphasizing that educators should be consistent in their words and deeds in the research process, and they should not say without doing, and say without doing, and action research has no "action"; Say one thing, do another, showing the class to the outside world is one thing, and teaching at ordinary times is another; On paper, one idea after another, but what is actually taught is "the sound of the waves remains the same" and "old wine in new bottles". In the end, the result should be true. Li Zhenxi believes that "the real scientific research achievements should be mainly reflected in the improvement of the quality of school education, including the positive changes in the mental outlook of teachers and students." When summing up the research results, we should not "worry about adding new words", let alone imagine, cheat or copy. Real scientific research results should be in various forms and at different levels. They should not be "experiences" or "models" in various formulas or rhymes. They should not only focus on writing papers, publishing papers, compiling teaching materials and other weighty landmark achievements. In fact, it seems to be "pediatrics" teaching reflection, educational narrative, case analysis and so on. They are all important manifestations of educational research, vivid and true first-hand information, which deserves attention. Second, do research around you. Primary and secondary school teachers are in the front line of teaching, and have access to a large number of original cases, data and materials, which has favorable conditions for teaching research. "Xue Ji" said: "Make progress despite difficulties, and then be self-reliant." "Teaching" is the premise of primary and secondary education research. Education and scientific research without "teaching" are passive water and trees without roots. Teachers should pay attention to the details of education around them and find research topics in their own practice. Therefore, according to the psychological characteristics of students, the teaching process of preparing lessons, attending lectures, arranging and correcting homework, counseling, exams and examination questions is the research direction of our primary and secondary school teachers. 1. seminar. Classroom is the main position of teachers' scientific research. Primary and secondary school teachers can do classroom teaching action research, mobilize students' initiative and improve learning efficiency, thus solving the problem of low classroom teaching efficiency. Classroom teaching research includes classroom teaching methods, learning methods, classroom teaching evaluation, the development and utilization of classroom teaching resources, and the treatment of teaching materials. Everything in the classroom, big or small, is a subject worthy of our study, even if it is only a small part of classroom teaching. 2. Study students and learning situation. As the main body of teaching, students should be our most important research object. We can think about how to develop students' non-intellectual factors, realize the diversification of learning methods, cultivate and develop students' innovative spirit and practical ability, the ability to collect and process information, the ability to acquire new knowledge, the ability to analyze and solve problems, and the ability to communicate and cooperate. 3. Study the evaluation method. Evaluation plays an important role in standardizing primary and secondary school teaching. We should study the new requirements of the new curriculum for teaching evaluation and give full play to the functions of guidance, encouragement, feedback, adjustment and evaluation of teaching evaluation. This can not only greatly improve the quality of teaching. For example, in 2000, Jiangsu Province took the lead in conducting a large-scale oral English test for middle school students. As a participant, I seriously summed up my feelings and understanding. After the publication of the summary article "Scientific and Fair Evaluation of Middle School Students' Oral English Ability", it caused widespread repercussions. 4. Research literature and works. Teachers should form good reading habits, usually pay attention to the accumulation of materials, edit or extract articles with strong pertinence, high theoretical value and practical guiding significance for teaching, bind them into volumes, and establish a personalized database that is most suitable for them. In the accumulation and study of information, we will be greatly inspired, as the saying goes, "learn from others and form our own opinions." "5. Study micro-topics. If there is no condition or opportunity to participate in the national, provincial and municipal research, teachers can be self-reliant, choose a practical problem in education and teaching as the research direction, and do "personal research". Although individual projects are not recognized by the social and educational administrative departments, they still have many advantages. For example, teachers have great freedom, and the selection and operation of projects are not constrained by others, schools and other departments; Flexibility, the initiative of project research is in the hands of teachers themselves, and the speed of progress and the choice of methods are all decided by themselves, including the adjustment and revision of the project. Third, do effective research The key for teachers to conduct educational research is to constantly find problems, pay attention to problems, solve problems, and find problems where there are no problems at first sight; Be able to focus on problems when they pile up; Can effectively solve problems when others are helpless. Therefore, effectiveness is the main criterion to test the value of education and scientific research. Effective education and scientific research should be "low-carbon", which can reduce burdens and increase efficiency. The scientific research department of the school shall not forcibly apportion scientific research tasks and force teachers to do useless work, which will make the already heavy teaching tasks worse for teachers. On the contrary, we should overcome formalism, try our best to expand the space of teaching reform, increase the attraction and affinity of educational research, and not let educational research become the burden of teachers, but the magic weapon to solve problems, the need of teachers' development and the supporting force of school-specific education. Departments in charge of education and scientific research and schools should let teachers know that correct education and scientific research will not only increase the burden, but also free them from the heavy mechanical teaching work and improve teaching efficiency. Let the teachers truly realize that the main purpose of education and scientific research is to improve the quality of education and teaching, improve students' comprehensive quality and promote teachers' professional growth, and there is no need to "innovate" or "fill in the gaps" like experts. Let teachers understand that the research methods need not be so impeccable, and they can focus on observation, investigation, action research, narrative research and case study, or occasionally try "quasi-experimental" research. Effective educational research should be "localized" and not blindly copied. As early as the last century, Mr. Tao Xingzhi, a famous educator in China, vividly compared the phenomenon of "flattery" and "transplantation" in educational research to "foreigners pulling rickshaws". At present, there is still such a bad atmosphere in teacher education research, and some educational theories or schools abroad, especially in the West, are regarded as classics and as the secret to solve China's educational problems. Effective educational research should pay attention to the educational problems in reality. When introducing and drawing lessons from foreign educational theories and schools, we should fully consider their backgrounds and applicable boundaries. The most important thing is to combine with the educational reality in China. Only in this way can we give full play to the role of foreign educational research and comparative educational research and truly reflect the value of learning from foreign educational theories. Effective education and scientific research should take the practical route of "integration of knowledge and practice" and emphasize the combination of teaching, research and scientific research. Teaching without research is shallow, and research without teaching is empty. It is necessary to combine scientific research with teaching research, so that teaching research can be upgraded to scientific research, and the two can be integrated and complemented to get out of the strange circle of "teaching research and scientific research". Some successful practices in our school are as follows: 1. Find the right combination of scientific research and teaching research. All the work of the school revolves around the center of "students become talents, teachers grow up and the school succeeds". No matter what topic, method, form and angle are chosen, teaching and research activities should be carried out around the center of school work. Therefore, the central work of the school is the starting point and destination for primary and secondary school teachers to engage in scientific research and teaching research, and it is also the combination point of educational scientific research and teaching research activities. 2. Let full-time researchers and front-line teachers form a consortium. On the one hand, front-line teachers are easy to find problems in teaching and provide rich and vivid research cases and materials for research; On the other hand, full-time researchers introduce new educational theories and teach scientific research methods to teachers who participate in the research. Adhere to the combination of researchers and teachers to achieve "1+l >"; 2 ",is conducive to training a set of education, teaching and research in one of the teachers, scientific research and teaching research to achieve common progress and improvement. 3. Teaching, scientific research and collaborative research. The problems encountered in teaching practice are not only the concerns of teaching and research activities, but also the sources of educational research topics. Focusing on the problems encountered in teaching practice, the research topic is determined, and then the research is carried out by means of educational research, and then experiments are carried out through teaching and research activities to test the effect and gradually popularize it. This kind of collaborative research can complement the advantages of scientific research and teaching and research activities, and make teaching and research activities thematic and scientific. 4. Refine and popularize the educational ideas of excellent teachers. In the long-term practice, excellent teachers have formed their own teaching characteristics and achieved fruitful teaching results. It has always been an important task of teaching and research activities to exchange, observe and summarize their experiences, styles, ideas and the characteristics and methods of subject teaching. However, if it is limited to this, it will waste the precious wealth of these excellent teachers. On the basis of communication, observation and summary, from the height of educational research, these experiences, methods and styles should be properly explained by educational theory, and the regular things hidden in the depths should be excavated and popularized. The growth of teachers is inseparable from scientific research. Teachers' success is not far away, and the road is around. As long as we sow the seeds of educational research, we can grow into rational thinking teachers and happy researchers. Suhomlinski is such a practitioner. As a principal, he also served as the head teacher of a class, and he followed the students of this class from Grade One to graduation. More than 3,700 students were directly observed by him for a long time. He also wrote down the observation records for each student, happily participated in activities, reading and traveling with students, and explored the development law of students' personality, psychology and spiritual life at all ages. He wrote 4 1 monograph, more than 600 papers and 1000 fairy tales and short stories for children in his life. And his working environment is always an ordinary rural middle school with general material conditions-Pavlis Middle School. It is with simple feelings that he devoted himself to educational research, and this practitioner became a "master of educational thought". Let's not hesitate to start with the details around us, engage in useful real research, and be an educator with persistent love for education; Be a researcher who loves to ponder the problems of education and teaching; Be a thoughtful actor who is "one of knowing and doing". I hope that education and scientific research can make us less depressed and more happy on the road of education.