On the topic of primary school teachers' comments: model essay on primary school teachers' education and scientific research
This paper discusses the necessity of primary school teachers' education and scientific research, analyzes the misunderstanding of primary school teachers' education and scientific research, and puts forward some countermeasures for primary school teachers' education and scientific research, aiming at making primary school teachers' work more creative and attractive.
Keywords:: countermeasures for the misunderstanding of the necessity of primary school teachers' educational research
In the traditional educational concept, engaging in educational research is only for university teachers and professional researchers, while primary school teachers only need to be able to attend classes. There is no need to engage in educational research, or even think that they are just muddling along. However, in recent years, with the deepening of basic education reform, not only the external appearance of the school has been changed, but also the original role orientation of teachers has been fundamentally shaken, requiring teachers to appear on the school stage as researchers. First of all, the teachers of scientific research primary schools show the ability to reflect on their own educational practice and educational phenomena in the surrounding environment, be good at finding problems from them, and develop a sensitive habit of exploration in daily work, which makes the work of primary school teachers more creative and attractive.
First, the necessity of primary school teachers to carry out educational research
1. The complexity and variability of educational objects determine that teachers' work has high research content.
Indeed, the education faced by primary school teachers is the students who are in the fastest growing and most changing period in their lives in basic education. During this period, not only the students' physiology has changed greatly, but also their psychology has changed. Therefore, studying the characteristics of different student groups has become a prerequisite for primary school teachers to carry out their work. Secondly, teaching is regular, but there is no fixed law in teaching, which requires teachers to study their own teaching methods. There is no fixed standard for teachers' teaching methods. The complexity of teaching itself and teaching environment requires teachers to think deeply about how to inspire and guide students, how to mobilize their enthusiasm, how to effectively cultivate students' ideological and moral character, how to organize teaching and so on. All these require teachers to think creatively and make decisions and judgments on the basis of understanding the essence of teaching theory. In order to make a correct judgment and minimize the negative impact, teachers have the responsibility to be cautious about their teaching practice and reflect on their teaching. In this sense, primary school teachers should improve their research ability.
2. The progress of social civilization puts forward new requirements for the quality of primary school teachers.
The times are developing and changing, and the environmental system has moved from the ultra-stable end to drastic changes. The conditions for success under realistic conditions are completely different, and the information age needs new quality and character. Once, primary school teachers were an important way, even the only way, for students to acquire knowledge and information, but now it is the information age. With online media, students can learn a lot from the internet, and primary school students are very plastic. How to bring primary school students back to the classroom from the colorful world outside and how to re-create a glorious image in their minds will be a challenge for primary school teachers. Faced with this challenge, traditional experience or education can't stand it. When traditional education tries to cope with the information society by experience in a panic, it will soon find itself in a situation of fighting for time and experience. Therefore, primary school teachers need to improve their own quality.
Second, the misunderstanding of primary school teachers in educational research
1. Scientific research is the most important.
Looking at the education and scientific research in some primary and secondary schools in China, we can easily find that quite a few of them are not making contributions to improving the quality of education and teaching in obscurity, but are making great efforts to establish a social image and expand the scale of schools? Fame Advertising, in the context of the vigorous development of quality education, educational research has become a bargaining chip for some schools to compare with each other, and has become a vase or decoration. In some primary schools, education and scientific research have even become a stepping stone for teachers to evaluate excellence. With the continuous improvement of national requirements for teachers' professional quality, educational research has become an additional condition for teachers' promotion and evaluation. Some teachers are keen on scientific research because of the halo effect of educational scientific research, but whether to improve their own quality is not important for solving educational problems.
2. Emphasis is empty but not real.
Many primary school or primary school teachers ignore the combination of scientific research and teaching when they are engaged in scientific research, and attach importance to theory rather than practice. When the form of scientific research exists, it does not directly point to the chronic disease of teaching. With the behavior of scientific research, but not really solve the practical problems of teaching, this is often vigorous? Research? After a while, the teacher's behavior is still the same, and the students' state is still the same. The result is to study for the sake of research and study for the sake of the subject. In this way, although the school is also busy applying for various topics, the research results can not be used by the school. Although primary schools also advocate teachers' participation in training camps, such training cannot really change teachers' classroom behavior. It should be said that this is the most noteworthy issue in primary education and scientific research.
3. follow the trend.
When primary school teachers are engaged in educational research, they often lack theme awareness and the ability and insight to grasp the problems they face. Once some new trends or? Trend? Some teachers follow suit and do all kinds of research accordingly. For example, as soon as innovative education appeared, many primary school teachers applied for innovative topics, as if the cultivation of innovative talents could not be realized without the innovation of topic names, which made the educational research of primary school teachers not targeted and could not solve practical teaching problems.
Third, the countermeasures of primary school teachers' education and scientific research.
1. Cultivate primary school teachers' awareness of scientific research and change old ideas.
Carrying out educational research in primary schools is a new requirement for many primary school teachers, and there are bound to be some ideological obstacles. All this time, all they care about is? Teaching? , despise? Research? , only pay attention? Examination results? , despise? Quality? To improve, the school should be regarded as a place where books are simply taught, and the function of teaching should be attributed to teachers teaching books. Under the domination of this idea, teaching has formed a set of rigid models, in which teachers speak, students listen, teachers write, students copy, teachers take exams and students answer. As a result, students lack initiative and enthusiasm in learning, independent thinking and creative thinking, are only addicted to books and are used to repeating other people's thoughts, which greatly limits the development of students' personality. Only by changing the traditional old ideas can we find a breakthrough in educational research and change the teaching guiding ideology from further education to quality education. In the evaluation of teaching quality, it has changed from relying solely on scores and enrollment rate to the all-round development of students; In the classroom teaching structure, it has changed from teacher-centered to teacher-led and student-centered. Only in this way can we stimulate the desire of primary school teachers to engage in educational research, improve their interest in scientific research and improve their educational theory and educational research level.
2. Let primary school teachers feel the advantages of educational research in an immersive way, and let them carry out educational research from being forced to consciously.
Through educational research, teachers can understand the current situation and development trend of international and domestic education development, accept modern educational ideas, establish new educational concepts, find their own shortcomings and improve them in time; Through educational research, teachers can constantly improve teaching methods, creatively choose teaching contents and methods, cultivate students' personality and specialties in a targeted manner, and continuously improve teaching effects; Teachers' participation in educational research can improve teachers' quality, make teachers exercise in practice and grow in reform.
3. Choose the right method.
Scientific research in education needs the support of scientific research methods, which are the procedures, methods, means or rules adopted to complete scientific research projects and play a decisive role in research practice. Using appropriate methods can make the running steps of the subject clear and the results worth popularizing, which is different from the experience summary in conventional teaching. It is an educational and teaching research activity under the guidance of scientific methods and based on objective facts. However, the summary of routine experience is vague and easily interfered by subjective factors, so it is very necessary for primary school teachers to learn and apply the basic methods of scientific research.
References:
[1] Jin Chunlan. Teacher, you are a researcher. Heilongjiang Education, 200 1, (1 1).
[2] Chen ping Guide new teachers to the happy road of teaching and research. People's education, 200 1, (1).
[3] Geng Xiawen. Scientific research ability of primary and secondary school teachers and its related factors. Educational Exploration, 2002, (9).
Click the next page to learn more >>& gt Primary school teachers' evaluation of the thesis topic model essay.