Zheng Jinzhou-How Teachers Do Research, East China Normal University Press, 2005- 10. This book is the most popular scientific research guide for primary and secondary school teachers, with a large number of cases. The author explains in detail the scientific research methods commonly used by teachers with cases. Guide: Get out of the misunderstanding of education and scientific research in primary and secondary schools People's Education Edition 2004.2 (1) Seeking novelty and difference (2) Being insatiable for perfection (3) Following the trend (4) The topic is supreme (5) The thesis complex (6) Piercing the annex Chapter 1 Improving practice: The direction of education and scientific research in primary and secondary schools People's Education Edition 2004.6438+0 (/kloc-) Orientation of scientific research People's Education Edition 2004.3-4 (1) Four orientations of teacher research: basic research, applied research, experience summary and teaching reflection (2) Basic characteristics of teacher research: goal (problem solving) and form (action research). Means (continuous reflection) Chapter III comes from reality: Determination of research problems People's Education 2004.7 (1) Discover problems from difficult problems in education and teaching (2) Capture problems from specific education and teaching scenes (3) Discover problems from reading communication (4) Discover problems from school or subject development Chapter IV From planning to reflection: Explore the basic procedures of people's education 2004./kl Reflection generated in the process of kloc-0/) Chapter 5: Formulation of research plan People's Education 2004.8 (1) Transformation: replacing the original problem with new one (2) Refinement: concretization, operation (3) Differentiation: decomposition into sub-topics (4) Adjustment: changing steps and methods (5) Post-development: research first, Chapter VI Education Journals: A Form of Expression of Research Achievements People's Education 2004.5438+02 (1) Memo (2) Descriptive Records (3) Explanatory Records Chapter VII Education Narrative: The Second Form of Expression of Research Achievements People's Education 2000. Tell your own personal experience (2) Types of educational narrative: sequential narrative (sketch), narrative and discussion, Highlighting students (details) (3) Matters needing attention in educational narrative writing Chapter VIII Education case: the third expression of research results People's Education 2004.20 (1) Scope of application of the case (2) Significance of the case (3) Writing of the case (4) The role of the case appendix: the development and writing process of a classroom teaching case chapter 9: educational reflection: the fourth manifestation of research results People's education 2005.4000805 Special topic and overall reflection, Immediate reflection and delayed reflection, pre-class reflection, in-class reflection and after-class reflection (II) Precautions for educational reflection Appendix: Remember a reflective teaching experience of mine and its comments People's Education 2004/ Chapter 10 Teaching Example: The fifth expression of research results People's Education 2005.3 (1) Significance of teaching examples: background+problem+problem solving+reflection discussion examples: teaching design+teaching record+teaching reflection (2) form of teaching examples: 1, general idea+situational description+thematic reflection 2, design description+teaching situational teaching design+teaching fragment+teaching reflection (3) teaching plan notes 1 Understand the characteristics of school-based training. Zheng Jinzhou Henan Education 2005/04 Lecture 2-The fifth expression of educational research results; Zheng Jinzhou People's Education 2005/Z 1 3 Challenges and changes faced by education in the era of globalization; Friends of Teachers in Zheng Jinzhou 2005/02/4 Reflection on Education —— The fourth way of educational research and the expression of achievements. Zheng Jinzhou People's Education 2005/0 1 5 School-based Training. Zheng Jinzhou Curriculum Textbook (Chinese Teaching Research) 2005/Z2 6 School-based Research under the New Curriculum Background. Zheng Jinzhou Jiangsu Education 2005/03/7 Prospect Educational theory research focuses on practice. Zheng Jinzhou Shanghai Education Research 2004/ 0 1 8 How to Reflect on Your Teaching Experience —— Interpreting Zheng Jinzhou People's Education 2004/22 9 —— Educational Narrative Zheng Jinzhou People's Education 2004/10 —— Educational Case Zheng Jinzhou People's Education 2004/201. How do teachers do research-from planning to reflection: the basic procedure of research Zheng Jinzhou People's Education 2000 12 13 comes from reality: the determination of research questions Zheng Jinzhou People's Education 2004/07 14 comes from the process: the formulation of research plan Zheng Jinzhou People's Education 2004/08 1 5 Problems and Improvement Direction of Pedagogy Research in China Zheng Jinzhou Education Research 2004/016 Change from Practitioner to Researcher: Change of Teacher's Role Zheng Jinzhou People's Education 200018 Action Research: Orientation of Teacher Education and Scientific Research Zheng Jinzhou People's Education 2004/z1 9 The Case ABC Zheng Jinzhou Education and Cultural Exchange 2004/0 1 2003/02 2 1 Journal of Jimei University in Zheng Jinzhou (Education Science Edition) 2003/ 03 22 The Case ABC Zheng Jinzhou Shanghai Education 2002/ 15 205 Forest Education Research 2002/07/ 25. Success in classroom teaching communication: Zheng Jinzhou Education Science Research 2002/06/26 Class Skills and Skills Zheng Jinzhou Shanghai Education Research 2002/02/27 Teacher Role Change and School-based Training Yu Haiyan, Journal of Tianjin Normal University, Zheng Jinzhou (Basic Education Edition) 2002/03/28 Understanding "School-based" Zheng Jinzhou; Theory and Practice of Forestry Education 200 1/05 29 WTO and Education in China; Zhou Haitao; Hu Dongfang; Huang Zhongjing; Hey; Gao Xiaoqing's education development research 200101Understanding the "case" Zheng Jinzhou Shanghai education research 20010232 Reflections caused by "classroom interruption" Journal of Hebei Normal University in Zheng Jinzhou (Education Science Edition) 20010333 Investigation on primary and secondary school management in Zheng Jinzhou 2000/. I want to say that it is not easy to define an idea by looking at the educational concept. Some problems in the cultivation of innovative ability in primary and secondary school management in Zheng Jinzhou 2000/04 35, Zheng Jinzhou China Journal of Pedagogy 2000/0 1 36 "Innovation" Four Topics: Zheng Jinzhou Contemporary Educational Science 2000/Z2 37 Towards School-based Zheng Jinzhou Educational Theory and Practice 2000/06 The Reform and Development Trend of Basic Education in the 38th Century Zheng Jinzhou East China Normal University (Educational Science Edition) 2000/03 39 Lack of Educational Theory Research —— Reflection on China Educational Theory at the End of the Century/ Kloc-0/999/ 10 40 Zheng Jinzhou Course, Textbooks and Teaching Methods1999/014/A Brief History of the Development of Education Department in China/Journal of East China Normal University in Zheng Jinzhou (Education Science Edition) 1999/04 42 Research on Deng Xiaoping's Educational Thought and Education Modernization 1998/ 09 43 Summary of the Sixth Annual Meeting of the National Committee of Basic Education Theory 1998/0998 Zheng Jinzhou Shanghai Education Research 1998/04 45 Logical Starting Point of Pedagogy: Yesterday's Views and Today's Understanding (1) Qu Baokui, Shanghai Education Research, Zheng Jinzhou 1998/03 46 Research on the Basic Theory of Education and Renewal of Educational Concepts —— Tracing back to the changes in educational concepts caused by the research on the Basic Theory of Education since the Third Plenary Session of the Eleventh Central Committee Qu Baokui, Journal of East China Normal University in Zheng Jinzhou (Education Science Edition) 1998/ 1998 Research on Zheng Jinzhou's Education Development Analysis on China's Current Educational Purpose: Zheng Jinzhou's Educational Theory and Practice 1997/ 05 49 Criticism on American Critical Pedagogy —— Also Comment on Jill's Critical Education View: Comparative Education Research in Zheng Jinzhou1997. Zheng Jinzhou Education Development Research 1997/0 1 5 1 Education Modernization and Education Localization Journal of Zheng Jinzhou East China Normal University (Education Science Edition). 1997/03 52 "quality education" queries Zheng Jinzhou Shanghai education research 1997/02 53 education essence research; Seventeen-year education development research 1996/03 54 first-class education research in east China normal university Xiong chuanwu, fan, Yuan Zhenguo primary and secondary school management 1996/02 55 culture and education: an analysis of the relationship between them. Journal of Shangrao Teachers College, Zheng Jinzhou 1996/0 1 56 On the Integration of Educational Scientific Research with International Practice. A Textual Research on the Development of Education in Zheng Jinzhou 1995/02 57 "Meta-pedagogy". 1995/03 58 Post-structuralism Debate and Its Influence on Pedagogy: The Theory of Turning [monograph] H.A. Gill, Tan Xiaoyu, Journal of Zheng Jinzhou East China Normal University (Education Science Edition) 1995/0 1 59 Research on the Economic Function of Education; A Cultural Interpretation of Zheng Jinzhou's Education and Economy in the Seventeen Years 1995/0360 "Characteristics of Running a School"; Zheng Jinzhou China Journal of Pedagogy 1995/ Introduction: Getting out of the misunderstanding of education and scientific research in primary and secondary schools (original: from practitioners to researchers: the change of teachers' role Zheng Jinzhou People's Education 2004/02) Whether the promotion of quality education or the implementation of the new curriculum, it has changed not only the external appearance of the school, but also the teaching content or teaching media. More importantly, it is calling for a new school culture, which has given birth to new teachers. It fundamentally shakes the original role orientation of teachers and requires teachers to appear on the school stage as researchers. In this regard, teachers become researchers, which is already a part of teachers' basic literacy and the basic expression of teachers' new professional existence. The practice in recent years shows that there is no great objection to teachers becoming researchers and realizing the transformation from practitioners to researchers, and they have been practiced to a great extent. However, what kind of teachers are research teachers? What is unique about teacher research? But they have different understandings and understandings, and they also have different performances in practice. In my opinion, being able to systematically reflect on one's own educational and teaching behavior should be said to have the basic quality of a research-oriented teacher. In a sense, this teacher has also changed from a single teaching practitioner to a teaching researcher. Systematic reflection is relative to scattered and fragmented reflection, which abandons the patterned and mechanized education and teaching behavior. In daily teaching practice, a teacher shows the same teaching mode year after year, month after month and day after day. Although you can't be called a researcher, you can't be a real research teacher even if you occasionally reflect and have "excellent works". Teachers become researchers, which means that they can constantly reflect on their own education and teaching practice. Reflection is reflected in the whole process of education and teaching. Reflection is regarded as the basic means to sum up education and teaching experience and enhance education and teaching wisdom, and reflection becomes their basic life state or way. On the other hand, in recent years, primary and secondary school teachers engaged in educational and scientific research activities, it is not difficult to find that there are many places that are inconsistent with the above research orientation, which are roughly as follows: (1) Blindly seeking new and different. In educational and scientific research activities, after selecting a research topic, if it is found that others have already studied it, they will put it aside and choose a new topic again. The list of topics over the years often becomes an important reference for teachers to choose topics, instead of going deep into the existing research results to explain their problems and solve their concerns. Therefore, many new terms and concepts have appeared in the research. Although these new terms and concepts are eye-catching and present the state of "eyeball education and scientific research", they do not really provide new meaning for educational practice and have new explanations and directions. In fact, many topics faced by teachers are * * *. Because the situation is different, the tradition is different, and the concept of running a school is different, the research of other schools often can't solve the problems of your school. Sometimes the same subject needs to be studied in depth. (2) greed for perfection. Some teachers' educational and scientific research topics often involve a wide range and many factors, which often lead to the overall or comprehensive reform of the school. In such a discipline, a big problem is related to a series of small problems, and there is no clear goal, even no clear problem consciousness and clues. After choosing such a topic, even if you are engaged in research, the discussion on various issues is mostly superficial and not in-depth. The real research is not "making a fuss" but "making a mountain out of a molehill"; Teachers' wisdom is not "a crane soaring into the sky", but mostly "accumulating Xiao Zhi into great wisdom". Down-to-earth research on local key issues sometimes produces radiation, interaction and common action, which is far better than superficial comprehensive research. (3) follow the trend. Once some new trends or "trends" appear, some teachers often follow suit and do various researches accordingly. As soon as innovative education appeared, many teachers immediately declared one topic or another on the topic of innovation, as if it were impossible to cultivate innovative talents without innovation in the topic. As soon as the teaching of multiple intelligences was put forward, some teachers immediately took it as a frame of reference for educational research to verify or popularize the teaching of multiple intelligences. This phenomenon, to a certain extent, shows that primary and secondary school teachers still lack the subjective consciousness, the ability and insight to grasp the problems they face, and the courage and wisdom to deal with their own unique problems. It is the inherent requirement and law of primary and secondary school teachers' educational research to determine research questions and carry out research independently. (4) the topic is supreme. "Schools have projects and everyone has projects" is generally regarded as an important symbol of "schools promote scientific research". Of course, scientific research in the form of projects can make the research concentrate considerable manpower and material resources to solve a prominent problem for a long time, make the research have a clear direction, and the results of project research will be more prominent. However, topics are not synonymous with scientific research, especially for primary and secondary school teachers. Random, accidental, situational and individual problems can all be the research objects. Teachers' systematic reflection on a series of specific and special problems in actual education and teaching activities, although not within the scope of the scheduled topic, is also an important and profound research. "Teachers are researchers" is a proposition put forward by the West in 1950s and 1960s. However, according to relevant data, the mainstream research of primary and secondary school teachers is not based on the subject, but on daily life practice. (5) Paper complex. When it comes to education and scientific research, people think that they are writing a long academic paper. It seems that research can't be called without publishing a paper. I don't realize that the thesis is only an expression of the achievements of teachers' educational and scientific research activities, and it is not even the main way. Just as professional researchers' own research mainly needs to be expressed through the style of papers, the research of primary and secondary school teachers also has its own unique style of problem expression. Cases, narratives, diaries and reflective records are all important carriers of teachers' educational and scientific research activities. They can not only record the process of teachers' educational and scientific research activities, but also reflect the achievements of educational and scientific research activities. Primary and secondary school teachers live in the real scene of education and teaching from beginning to end, and teachers' thoughts, ideas, feelings and understanding are often beyond the capacity of papers. Abstract discourse pattern, rigid narrative structure and rigorous arguments are unfamiliar to teachers, and they are not necessarily necessary conditions for teachers to express their research results. (6) Puncture side meeting. Some primary and secondary schools sometimes consciously or unconsciously look at professional researchers and try to quote a large number of theoretical documents when conducting educational research. Firstly, introduce how foreign scholars know, then analyze what domestic scholars have, and finally talk about their own views. It seems that only by joining hands with advanced theories can we show the strength and weight of research. As we all know, the unique charm of primary and secondary education research is not to verify a certain established theory, and its vivid vitality is not to interpret the conclusions of experts of one kind or another. The reason why Liu exists in the forest of educational research is precisely Liu's grasp and judgment of educational scenes and his analysis of the significance of educational events. This kind of research is exactly what professional researchers find difficult or impossible to do. It should be noted here that teachers' research should not and cannot be compared with that of professional researchers. Because this kind of research is essentially for its own research, and it is a research that has developed from its own interior to change the dominant situation of education and teaching. If we still pursue the research ideal of strictly discovering and summarizing conclusions as a professional researcher, we will not only fail to solve practical problems, but also lose the space for independent existence; Not only can it not be respected by peers or educational theorists, but it may also gradually become a new shackle that binds teachers' growth and development. It is from this understanding that we believe that teachers should not only take continuous reflection as a research method, but also take it as their own way of life. In other words, research is no longer a supplement to teachers' profession, but a way of teachers' professional life, which embodies the essence of teachers as human beings and practitioners. In this way of life, teachers are aware of their responsibilities and the value and significance of their existence; In this way of life, teachers rely on their own strength to closely link themselves with students and form his own life world with students. In this way of life, gradually develop your own rationality and become the master of your own thoughts and actions. In this way, he can't just repeat other people's experiences, but should create his own world through reason. Only in this creative world can he feel real inner peace. Perhaps it is in this way of life that teachers' research shows its original significance. Chapter 1: Promoting Practice: Orientation of Educational Research in Primary and Secondary Schools "Research School" and "Promoting Scientific Research with School" have become common sense in primary and secondary schools in recent years. From the school itself, the school has also carried out a variety of scientific research activities, which have become the driving force and guarantee for development in some schools. But at the same time, we can't help but realize that some educational research in primary and secondary schools has not really brought changes to schools. It is often a vigorous "scientific research", and the teacher's behavior remains the same. The identity of students remains the same, and various problems faced by school development and reform still exist. At present, as long as it is a school with good school conditions, almost all of them are "schools have projects and people have projects". But it is not difficult to find that the contrast between the huge number of projects or topics and the poor quality of solving school problems is very obvious. In other words, this behavior of "promoting research with schools" has not produced the effect of "researching schools". There may be many reasons for this result. For example, the research topic is improper, the research methods are unreasonable, and the research organization is a mere formality, but the most important reason is that the guiding ideology of school education and scientific research needs to be further corrected and the purpose needs to be further clarified. First of all, we need to realize that the reason why we advocate scientific research in primary and secondary schools and require teachers to devote themselves to scientific research activities is precisely because the development of today's schools is facing many new situations, problems and contradictions. These new situations, new problems and new contradictions restrict the development of the school and affect the reform of education and teaching. If it is not handled and solved in time, it will be difficult to adapt education to the needs of society and students' individual development and achieve the expected educational goals. Because these problems or contradictions are accompanied by the rapid development of education and social transformation, the original experience can not work, and the existing old methods can not be solved. Therefore, educational research has become the premise and foundation to solve these problems or contradictions. From this perspective, educational research in primary and secondary schools is combined with the solution of the school's own problems, and always points to the development and reform of the school itself. Although scientific research is not a sufficient condition for the development of schools and teachers, it is undoubtedly a necessary condition. Secondly, we also need to realize that the reason why primary and secondary schools attach importance to educational research and teachers' participation in educational research is precisely because the school's own development is increasingly in a new "platform period" after the normal educational and teaching order is gradually established and improved. In order to highlight the characteristics of the school, solve the "bottleneck" problem faced by the school, raise the potential resources of the school to a remarkable level, and make the school present a new development trend, it is necessary to rely on the school. However, many schools or teachers seem to have "forgotten" this starting point to a great extent, and the form of scientific research has emerged, but it has not directly pointed to the school's ills; Scientific research behavior has always existed, but it has not really solved the problems of the school. In this way, although the school is also busy applying for this or that topic, the research results can not be used by the school; Although the school also encourages teachers to participate in research camps, such research has not effectively changed teachers' classroom behavior and other behaviors of interacting with students. As a result, they study for research and study for topics. It should be said that this is a bad tendency worthy of attention in primary and secondary education and scientific research today. Since scientific research in primary and secondary education is the requirement of school development, the direction of scientific research should always be centered on school development, and at least the following objectives can be achieved through scientific research. (A) to solve the actual problems of schools, primary and secondary education and scientific research should have a clear sense of problems in research, and clearly understand what problems the school hopes to solve with research and what kind of research activities can achieve this goal. The educational and scientific research activities of many schools cannot point to the solution of their own problems. The reason is that the identified problems are not necessarily the problems of the school itself, nor are they necessarily insurmountable obstacles in the development of the school. Problems may come from experts, theoretical works and other schools. In fact, in school practice, if there is no problem of close integration with teachers' daily life, teachers will not have the impulse to learn; Without the impulse of research, it is often difficult to produce sustained research actions. Today, it is necessary for primary and secondary schools to take solving practical problems in schools as the fundamental starting point and destination of all scientific research activities, and as the ultimate basis for testing educational and scientific research behavior in primary and secondary schools, so as to fundamentally put an end to problems in school scientific research and cross the gap between school educational and scientific research and school problem solving. Case 1- 1XX senior high school is a southern Jiangsu province with a history of more than 60 years.