Keywords: school-based scientific research; Current situation; Countermeasures
With the deepening of the new round of curriculum reform, school-based scientific research is increasingly welcomed by primary and secondary school teachers. Because school-based scientific research plays a positive role in improving teachers' professional quality and promoting teachers' professional development, it is an effective form to promote teachers' professionalism. By carrying out school-based scientific research, we can not only improve teachers' scientific research consciousness and ability, but also improve teachers' educational and teaching ability, so that teachers can grow continuously.
Firstly, the present situation of school-based scientific research in our region is analyzed.
In 2002, the scientific research department of the district put forward a "emphasis" and "three advocates" on the basis of a serious, detailed and comprehensive analysis of the teaching and research work of primary and secondary schools in the whole district. One key point is to emphasize that primary and secondary schools in the whole region actively carry out school-based research, choose practical problems that need to be solved urgently in school (division) work, solve the key, difficult, hot and key problems faced by schools (divisions), and realize the development of teachers, research schools and teaching through scientific research. Three advocates: first, advocate that all work of schools and teachers should be research-oriented (subject-oriented), work in research, learn at work, and promote the continuous development and innovation of schools and teachers through research; The second is to advocate that everyone is a researcher, that is, teachers should learn to find, study and solve problems in the process of combining their own practical problems in teaching, learn to reflect on their own teaching behavior, promote personal professional development through constant reflection and constant research and revision, and realize the transformation of teachers' roles; The third is to advocate the training of scientific research schools (teachers), that is, to integrate research, self-study, training, application and improvement, research and learning, and to improve teachers' research ability according to the needs of research.
With the passage of time, after three years of practice and exploration, the school-based scientific research work in the whole region has shown a good development trend. With the help of the research results of Dongling Street Central School, Hunhe Station Central School, Taoxian Central School and 149 Middle School, such as "peer-assisted class", "special school-based research", "special joint teaching and research" and "inter-school class meeting". It also effectively promoted the professional development of schools and teachers. In particular, all the scientific research base schools were rated as advanced scientific research collectives in the Tenth Five-Year Plan, among which two schools were rated as advanced scientific research collectives in the Tenth Five-Year Plan, two schools were rated as "school-based advanced scientific research units" in the joint inspection of education and teaching management in 2005, and three schools were rated as "advanced units of education and teaching management", and a number of scientific research principals and teachers emerged.
Although some achievements have been made in school-based scientific research, there are still some problems:
1. marked school-based scientific research. Many schools label all kinds of scientific research projects as "school-based research", which is called "school-based research". Among many "school-based scientific research" projects, there are many "part-time" projects from above, and few independent projects from solving the school's own "problems", resulting in more research results and less achievements that can reflect "localization". School-based scientific research cannot be an important way to promote the development of schools and teachers.
2. Text-based school-based scientific research. School-based scientific research pays attention to ideas, but it is not the case in work. School-based scientific research has been paid more and more attention by higher management departments, and it has become one of the important contents of inspecting and evaluating school work and evaluating school leaders' ideas and concepts of running schools. Therefore, it has been highly valued by the leaders of grass-roots schools, and it has become an indispensable and important content, even on the front page to show "attention". There are abundant research files and a lot of training and research. But in fact, there are not many real and down-to-earth studies, and there are many research results in the drawer, which can be directly used for reference and application.
3. Traditional conventional school-based research. School-based scientific research activities are not worthy of the name. School-based scientific research activities carried out by many schools, which focus on collective lectures and evaluation, are often the subjects that no one studies. When a teacher evaluates a class, you talk about writing on the blackboard, I talk about thinking, and he talks about teaching methods, lacking the flavor of problem research, which makes school-based research become a traditional routine teaching and research, called "school-based research".
Second, school-based scientific research suggestions and countermeasures
In order to better carry out school-based research, in view of the above problems, on the basis of carefully summarizing and analyzing the practice of school-based research jointly carried out by district scientific research departments and scientific research base schools in recent two years, this paper puts forward the following suggestions and countermeasures on how to carry out school-based research in primary and secondary schools in the whole region.
(A) a correct understanding of the connotation of school-based scientific research, update the concept
1. What is school-based research?
The so-called school-based scientific research is an educational scientific research with school characteristics under the background of school culture and according to the actual situation of the school. School-based scientific research is an educational research with various specific problems encountered in the process of school-based development as the research object, teachers as the research subject, action research as the main way and school-based development as the fundamental purpose. Such as school-based teaching research, school-based management research, school-based moral education research, school-based culture research, school-based student activities research, school-based teacher training research and so on. School-based teaching and research is the main content of school-based scientific research. It can be seen that the fundamental feature of school-based scientific research (including school-based teaching and research) lies in school-based, that is, research questions are generated within the school, and the main body of research is school teachers. The research process is combined with the actual work of schools and teachers. The purpose of the research is to solve practical problems, sum up experience, explore laws and promote the development of schools and teachers. As Zhu Muju, deputy director of the Department of Basic Education of the Ministry of Education, said, we should not only pay attention to solving practical problems, but also pay attention to summing up experience, popularizing theory, exploring laws and developing teachers' profession.
2. What is the educational research done by primary and secondary school teachers?
What is the educational research done by primary and secondary school teachers? Some experts said: "Project research is a relatively standardized educational research. For primary and secondary school teachers, I think working with scientific research methods is educational research. " In other words, whether it is teaching or management, it is scientific research in teaching to complete education and teaching with a research attitude and scientific methods at work. For example, teachers learn to seek theoretical support, dig out the root causes of problems, make work plans to solve problems, act in a planned way, pay attention to accumulating experience, and often reflect on exchanges.
(B) Suggestions and countermeasures for school-based scientific research in primary and secondary schools in the whole region
1. Conventional teaching and research activities are subject-oriented, and subject research is routine.
In addition to routine work, the school also has the work of various departments of the District Education Bureau and teachers' further education schools. In addition to the daily heavy teaching burden, front-line teachers also have temporary tasks assigned by the guidance office, moral education office, Youth League Committee, Young Pioneers and other departments. It is difficult for both schools and front-line teachers to devote themselves to scientific research, and they can only cope with inspection, evaluation and evaluation of professional titles. Facing this reality, our school-based scientific research work should be more effective, targeted and feasible.
(1) School-based scientific research should be combined with teachers' daily teaching and scientific research work.
Daily teaching research is an important way for teachers to conduct research. Primary and secondary school teachers are the main body of school-based scientific research, and teachers' scientific research work should be combined with daily teaching and scientific research work to make school-based scientific research have vitality. School-based teaching and research focuses on solving practical problems, turning "problems" into "topics" and making education and teaching problems disciplinary. In this way, teaching research is no longer a simple immediate task, but a school-based scientific research that integrates teaching (learning), research (research) and revision (learning). According to the reality of school-based research work in schools in our district, front-line teachers are not good at turning problems into research topics, and how to choose topics has become the key to school-based research. Therefore, teachers should pay attention to the following questions when selecting topics:
First, the determination of research questions should not only consider the main research topics of the school, but also closely combine with their own specific work, starting from their own work needs and interests, and choose topics for the purpose of solving specific problems.
Second, the topic should be realistic, and the problem should be small, specific and operable. For example, the topic of "research on improving classroom efficiency" is too big and broad, while "research on effective classroom teaching behavior" refers to the research on "effectiveness" and "teaching behavior".
Third, the topic is "conciseness". Strive to achieve: targeted, concise and innovative.
Fourthly, the content of the subject is "concrete", and the research activities of the subject should be designed to be operable, so as to turn educational and scientific research activities into routine teaching and research activities.
(2) School-based scientific research and conventional teaching and research peers.
Conventional teaching and research activities are subject-oriented, and subject research is routine, so that school-based scientific research can go with conventional teaching and research. Therefore, the school-based teaching and research work should closely focus on the main research topics of the school, change the routine teaching and research work plan into a research plan, change the routine teaching and research activities into targeted research activities, and change the traditional final list work into a summary of teachers' research papers and research stages, so as to make educational research routine. For example, the school-based research project "Practical Research on Promoting Teachers' Professional Development" carried out by Dongling Street Central Primary School changed the teaching and research work plan of each semester into a project research plan, and planned to carry out thematic "peer-to-peer lectures" research activities closely around the project, and changed the normal teaching and research activities of the school into project research activities.
2. Provide external support for teachers' development.
When we can make regular teaching and research activities thematic and thematic research routine, we can combine school-based scientific research with daily work. But these are not enough, because for front-line teachers, there are three pairs of contradictions: less time and more practice, less theory and more experience, and less information and more experience. In fact, front-line teachers are not short of living examples and raw materials for education and scientific research. They lack three aspects: first, how to turn "problems" into "topics", how to summarize and sort out the accumulated original data and improve them; The second is the basic operation method and expression method, such as when and what kind of accumulation and summary; The third is external support.
Therefore, as the management department of the school, it should actively provide necessary external support for teachers' professional development, let teachers turn specific problems in their work into topics for research, and promote and express their valuable experiences and vivid cases.
(1) Carry out colorful research activities to build a platform for teachers to learn and communicate with each other.
Schools should build a platform for teachers to display and communicate, and carry out extensive activities such as observation, communication, discussion and reflection with discussion, topic discussion, lesson discussion, case analysis, problem diagnosis and achievement exchange as carriers, so as to strengthen extensive communication among teachers, so that teachers can develop the habit of thinking more, seeing more, listening more, asking more questions and doing more, and dare to put forward their own opinions so that everyone can participate in the research. Promote teachers to form the habit of being good at analysis and research, and lay a good foundation for mutual promotion, benign interaction and coordinated development among teachers; Let teachers feel the growth of educational wisdom and wit and the joy of practical harvest. For example, Taoxian Town Central School takes "Teacher Development Promotion Month" as a platform, encourages all teachers to participate, and greatly mobilizes the enthusiasm of front-line teachers, especially front-line teachers, through activities such as "thematic discussion", "peer assistance" and "thematic training", which makes the school-based scientific research in the town full of vitality and effectiveness.
(2) Guide cooperative research and realize resource sharing.
"Personal reflection, peer communication and professional guidance" are the three basic elements of school-based scientific research. School-based scientific research can not be separated from the reflective research of teachers' independent thinking and the cooperative research of teachers. Although teachers' teaching and research cooperation has been regularly presented in daily teaching and research activities such as collective lesson preparation, collective lectures and collective discussions, it is far from enough. Schools need to provide more support for teaching and research cooperation among teachers?
First, strengthen academic exchanges and cooperation inside and outside the school. For example, the "peer-to-peer observation class" in the Chinese subject of Dongling Street Central School has absorbed the participation of teachers from music, physical education, knowledge of nature and other disciplines. Although different disciplines have different perspectives, the same research theme has aroused the enthusiasm of teaching colleagues in different disciplines. Through mutual learning, mutual communication and mutual inspiration, they benefited extensively and realized practical wisdom and educational resources.
The second is to strengthen inter-school exchanges and cooperation. Through activities such as "joint film teaching and research" and "walking hand in hand", we will make full use of regional advantages and resources to guide cooperative research among teachers. For example, the teaching and research group of the fourth grade mathematics center convened teachers from three member schools of the "Southwest Teaching Cooperation Group" in our district. This is a joint film teaching and research activity around the theme of "group cooperative learning and paying attention to poor students". Through this kind of cooperative research, it will not only integrate the scattered research wisdom of schools and teachers, but also turn the previous individual combat into real collective research, make schools or "teaching cooperation" truly become the entity of teaching and scientific research, and also guide teachers to learn to cooperate in research and grow together in cooperation.
Third, be good at communicating with "experts".
As an external educational resource, experts, on the one hand, play their theoretical guiding role, which can ensure that school-based scientific research has a high academic taste and will not be repeated at a low level. On the other hand, wise men should use their power to transform their pursuit of educational ideals, personality charm and expert knowledge into the internal driving force for teachers' development and directly promote the reform of teachers' educational behavior. However, it needs to be clear that the experts we are talking about here do not simply refer to those off-campus professionals who have relatively systematic educational theories, research methods, relatively broad horizons and a large amount of information, as well as outstanding educators around teachers in schools.
3. Strengthen school-based scientific research training and implement professional guidance in a timely manner.
In the process of carrying out school-based scientific research, the problem that educational theory can not be effectively combined with teachers' teaching practice brings confusion to front-line teachers, which is mainly manifested in teachers' "personal reflection": First, "confusion". I don't know what to reflect on, I feel that my educational practice has no value of reflection, and I am not surprised by the educational phenomenon around me. The second is "narrow". Only reflect on your own teaching behavior and teaching process, often only reflect on teaching mistakes, but not on successful experiences or rarely. The third is "shallowness". Reflection is limited to teaching review in a general sense, and it is difficult to connect with teaching theory, refine one's own experience, discover or reveal educational thoughts, educational ideas and educational beliefs hidden behind these events, experiences and behaviors, and fully reflect the essence, laws and values of education.
We know that research without advanced educational theory is blind. In this case, we should closely focus on teachers' development needs, carry out flexible, diverse and colorful school-based scientific research training, integrate teaching research, teaching practice and learning training, help teachers master some advanced educational concepts, theories and methods in time, make up for the lack of teachers' professional growth, improve teachers' sensitivity to the value of "problems", develop the habit of "reflection-research", and urge teachers to be in a kind of "reflection"
In a word, through the analysis of the present situation of school-based scientific research in the whole region and the study of countermeasures, it is intended to better lead the school-based educational scientific research work in primary and secondary schools in the whole region, and then explore more effective ways to promote teachers' professional development.
References:
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[2] Pan Yong. On the focus of research-oriented schools-school-based teaching research [J]. Educational Theory and Practice, 2003,9.
[3] Li Huashu. On school-based education research [J]. China Education Journal, 2006,2.
(Editor: Li Xuehong)