Under the guidance of advanced educational ideas and theories, scientific research in school education is to study and experiment some universal and practical problems in school reform and development, explore educational laws, guide educational practice, promote educational reform, improve the quality and efficiency of various educational activities in schools, and make contributions to perfecting, enriching and developing advanced educational ideas and theories. Based on this requirement, we believe that teachers' teaching and scientific research ability mainly includes the following contents: the ability to find, analyze and solve practical problems in research; Ability to collect, organize, analyze and use materials; (3) the ability to learn, master and use materials; (4) the ability to summarize, refine and display scientific research achievements, and so on.
2. Analyze the present situation of teachers' teaching and scientific research ability.
Through the investigation and analysis of all teachers' teaching and scientific research ability, we think that there are the following problems in teachers' teaching and scientific research ability at present:
(1) The awareness of teaching and scientific research is not strong. Influenced by the traditional teachers' responsibilities of "preaching, teaching and dispelling doubts", many teachers think that they only need to give good lessons, and teaching and scientific research have little to do with themselves; Some teachers think that educational research is "unattainable", which is not done by ordinary teachers; Some teachers think that educational research is just "an armchair strategist", which can't solve practical problems and is not as effective as their own teaching experience.
(2) Lack of common sense and ability to teach scientific research. Many teachers lack the basic knowledge of teaching and research, so they can't collect it purposefully and in a planned way.
Collecting data, even with data, can not effectively sort out and analyze the data, let alone analyze educational phenomena with educational theory, and lack understanding of some basic requirements for writing papers or research reports.
The existence of these problems is influenced by many external factors besides teachers' subjective factors, such as teaching and research atmosphere, evaluation orientation, incentive mechanism and teaching and research information.
Second, the research objectives and contents
Through the research on the cultivation and improvement of teachers' teaching and scientific research ability, we can help teachers to enhance their awareness of teaching and scientific research, master scientific research methods, improve their ability to collect, sort out and use materials, and improve their ability to find, analyze and solve practical problems in research, so as to give full play to teachers' potential, promote the improvement of teachers' overall quality, build a training model that is in line with the actual situation of the school and has promotional value, and promote the all-round development of school education and scientific research.
1, establish the training goal of teachers' teaching and scientific research ability
Through research, we have established the training goal of teachers' teaching and scientific research ability, which is divided into three levels:
The first level: For most teachers, the goal should be to stand firmly on the platform, complete the transformation of "role" as soon as possible, and become qualified teachers in the new period. The research focus should be on how to combine knowledge, principles and teaching practice full of uncertainty, and have the consciousness of teaching and scientific research and the most basic common sense and methods, such as the ability and methods of collecting, sorting out and analyzing case materials, and applying educational theory to analyze educational phenomena.
The second level: For backbone teachers, the goal should be to refine teaching style and reform classroom teaching. Its research focus should not only actively reflect and analyze teaching experience to further improve its education and teaching ability, but also be familiar with modern educational theories and research methods and actively participate in related research or practice, such as applying for micro-level topics, making research plans, compiling survey outlines, organizing special investigations, writing papers or research reports, and testing related research results.
The third level: for "scholar" or "expert" teachers, their goal should be to continue to summarize and sublimate their successful experiences and highlight their teaching ideas, so as to develop or enrich the existing educational theories and explore new modes or variants of education and teaching suitable for specific teaching situations. The focus of its research is to be responsible for discipline construction. The specific work is to actively apply for macro-level research, set up a research group, take the lead in carrying out teaching reform experiments, study the development direction and reform ideas of subject teaching, and transform and popularize it in time.
2. Explore ways and means to cultivate and improve teachers' teaching and scientific research ability.
(1) Strengthen theoretical study.
Thought is the forerunner of action. The new educational situation requires us to establish new educational concepts and master new educational research ideas and methods. Therefore, it is particularly necessary to learn modern educational theory and construct basic theoretical engineering of teaching and scientific research. The school organized all the teachers to study the theoretical monographs such as Practical Guide to Educational Scientific Research, Foreign Thinking Experience, Educational Psychology, Educational Scientific Research: From Subject Declaration to Achievement Publication, and Modern Middle School Subject Knowledge and Teaching. Through the systematics of modern educational theory
Learning, on the whole, strengthens teachers' awareness of teaching and scientific research, and improves teachers' theoretical literacy and teaching and scientific research level.
(2) Offering special lectures.
While strengthening the study of system theory, the school specially set aside time to invite teachers with high theoretical level and rich practical experience to give special lectures. Since the project research, we have given three lectures on educational theory, covering pedagogy, psychology, subject teaching theory, quality education theory, educational practice principles and so on. The lecture is targeted, and the content is determined according to the theoretical problems involved in school education practice and the problems that teachers are confused about in educational research and teaching reform experiments.
(3) Organize academic salons.
Teachers have their own strengths and differences in theoretical literacy and way of thinking. It is an important way to cultivate and improve teachers' teaching and scientific research ability to organize academic salons and trigger the collision of thinking. Because in a group with the same goal, the thinking collision between individuals will spark wisdom in the process of generation, new ideas will often be generated in the collision, and individual thinking patterns and strategies will be optimized in the collision. Since the project research, we have organized eight academic salon activities, one topic at a time, and everyone expressed their opinions around the topic and spoke freely. This kind of free and relaxed discussion activities can enlighten teachers, broaden their horizons, promote themselves to think more comprehensively, dialectically and profoundly, and promote the cultivation and improvement of teachers' teaching and scientific research ability.
(4) guiding research.
Guiding teachers to participate in project research is the most important way to cultivate and improve teachers' teaching and scientific research ability. We stipulate that backbone teachers must have their own research topics, and other teachers must participate in the research of related topics. In the process of guiding research, we attach great importance to the cultivation of teachers' teaching and scientific research ability, which is mainly reflected in the following links: ① Guiding the topic selection. (2) It helps to find the theoretical basis. ③ Guide the design scheme.
5] Guide the writing of papers.
The process of writing a thesis is a process of applying theory, reflecting on practice and carrying out comprehensive logical thinking, which can effectively improve teachers' ability to summarize, refine and display teaching and research achievements. We ask our teacher to write two papers every semester. At first, most teachers just listed facts and piled up teaching examples, lacking rational analysis and their own views, and mechanically copied famous sayings. In order to solve the problem, we focused on two tasks: first, collective thematic guidance, which talked about the basic knowledge and skills of thesis writing, including how to determine the topic, how to screen a large number of perceptual materials, how to extract valuable ideas from practical experience, how to properly analyze and explain teaching examples, and how to properly use them; Second, individual counseling: the teacher writes a detailed outline before writing, and we first revise the outline, focusing on the argument and the structure of the paper; After the first draft of the paper is written, we interview teachers on the basis of reading, put forward specific suggestions for revision, and give detailed guidance to rational analysis and logical argumentation, so as to continuously improve teachers' ability to write teaching and research papers.