How to improve the scientific research level of rural primary and secondary school teachers

1. Further study to raise awareness.

1. Go deep into the front line of education to understand the situation, master the first-hand information and sort it out, analyze, refine and sublimate-that is, investigate and study, which is the necessary and basic content and method of educational research.

2. If scientific research is the source of educational life, then discipline is the starting point, banner and grasping hand of educational scientific research. The energy of this project is enormous and magical. Because it has intelligent energy. Famous teachers take the road of topic research, famous schools take the road of topic research, and topic research is also the only way for regional education reform and development.

3. Educational experience comes from educational practice. Only by timely, serious and scientific summary and rising to a rational level can we guide educational practice activities in a wider scope. Karl Marx has clearly pointed out in Das Kapital that "the concept of theory must be completed by practical experience accumulated on a large scale.

Taiwan Province poet Yaxian has a beautiful poem-"Show yourself the sea and the blue". Just like the broken jar that quietly blooms a flower for itself, educational and scientific researchers are indifferent to their beauty with silence. As long as we base ourselves on students, teachers, classrooms and schools, care about life, soul and growth, and take the road of exploring education and teaching reform, there will be new horizons of management, new horizons of classroom, shinkansen of curriculum reform and new highlights of family education.

5. Education and scientific research is actually very simple. She needs to be able to stand loneliness. Broaden the foundation, be single-minded, pay attention to infatuation, boldly imagine and work hard, all of which require us to go to bed later than ordinary people and get up early, and work hard according to the law. We not only need to be fascinated actively, work hard and gain something, but also need to reflect in a quiet and peaceful state most of the time in order to find the taste of reason, interest, emotion and art in education and scientific research.

6. Record and sort out special topics in educational life such as "educational modernization", "quality education" and "curriculum reform" with hands holding chalk and pointer and pens correcting papers and homework, so as to walk through ancient times and wilderness, forests and snowfields, and communicate with those noble people and ideas. Such constant communication, constant sublimation and constant taste are the good mood and life enjoyment of educational and scientific researchers.

First, analyze the problems and seek countermeasures.

1, Problems and Countermeasures in Education and Scientific Research

School level: there are many topics to be declared, but few in-depth studies; More inspection reports, less implementation at ordinary times; There are many cosmetic trends, but less contact with reality; The pursuit of short-term results is more, perseverance is less, dealing with superior inspections is more, and solving problems is less.

Teacher level:

1. The purpose of participating in educational research is not clear. Teaching research ≠ publishing articles.

2. The topic is unclear.

3. The research process is random

4. One-sided pursuit of results

Countermeasures

1. Establish five kinds of consciousness

Thought is the forerunner of action, and only correct thought can produce correct action.

1) Establish a sense of leadership. a workman must first sharpen his tools if he is to do his work well

2) Establish a sense of initiative. It's my turn to do research, because I want to do research.

3) Establish service awareness. Close to school, close to teachers and close to education.

4) Establish a sense of "process". Educational research is not only a process of writing, but also a process of learning, thinking and summing up practice. We should put the implementation of teaching and scientific research process and the pursuit of teaching and scientific research results in the same important position.

5) Establish a sense of "innovation"

2. We should seize the main position of classroom teaching, regard teachers as laboratories and teachers and students as experimental objects.

3. Take the most annoying problems at work as the research object.

A. Set the topic, that is, what to teach, what to learn and what to doubt.

B. Try to be short, flat and quick when choosing a topic. The research angle should be small, the research cycle should be short, and the research content should be realistic. Do it from problem to problem.

4. organically combine work with education and scientific research.

A. Establish the project system of the school to guide the overall situation.

B. Building a platform for teachers to participate in educational research

C. guide teachers to participate at different levels.

Really realize research-oriented schools and improve teachers through scientific research.

First, theoretical guidance and scientific practice.

Quote the lecture of Professor Fang Jianhua, editor-in-chief of Jiangsu Education and Research.

Starting from Problems: Basic Strategies and Methods of Education and Scientific Research

The first lecture is an overview of education and scientific research.

Lecture 2: From Problem to Theme: Basic Strategies and Methods of Educational Research

Lecture 3 Writing and submission of educational papers and reports

The first lecture is an overview of education and scientific research.

In essence, educational scientific research is a cognitive process that takes educational phenomena as the research object, finds the knowledge of educational laws and enriches educational theories as the guidance, and aims at solving educational practice problems and promoting educational development.

Three basic elements: objective educational facts, educational scientific theories and research methods and technologies.

Basic functions: interpretation, prediction and control functions.

Basic types: basic research, development research and applied research.

Basic levels: macro-research, meso-research and micro-research.

Basic purpose: to reveal the essence of educational phenomenon, reflect the law of educational process and solve problems in educational practice.

Characteristics of educational research in primary and secondary schools: Generally, applied research, micro-research, action research and school-based research are the main ones.

You should know two things:

1. Education, scientific research and writing articles

2. Education, scientific research and teaching research

Correctly understand and handle the relationship between educational research and teaching research;

Difference: Teaching research and scientific research are two different things. However, for a long time, in people's minds, only helping primary and secondary school teachers analyze textbooks, study teaching methods and organize the exchange and promotion of teaching experience are regarded as the main aspects of educational research, which leads to a considerable number of so-called educational research staying at the level of simple educational experience summary.

These two concepts are quite different in the scope and purpose of research.

The scope of teaching research is narrow, which is basically a problem in the micro-field of education, including the research of teaching materials and teaching methods, the organization and management of teaching and the general research of teaching problems. On the other hand, the scope of educational research is very wide, involving not only micro-level, but also meso-level and macro-level educational issues. It not only studies the internal relationship of education, but also the external relationship of education, not only the present situation of education, but also the history and future trend of education. Educational scientific research is an upper concept.

Meaning:

_ _ _ _ Research-oriented school, strengthening the school through scientific research is the only way to promote the development of the school and the professionalization of teachers.

-improve teachers' own quality, promote teachers' scientific research and improve teachers' professional quality.

-Enriching educational theories and promoting the systematization of educational science. Who can engage in educational research?

Each of our teachers is both an educator and a researcher. Of course, as a condition for educational researchers,

The first is subjective conditions:

-scientific research consciousness: the professional consciousness of scientific research teachers

As a teacher, it is very important for us to have awareness of questions, reflection and generalization in our daily educational activities.

Our nation is famous for its "realistic" tradition and "pragmatic" spirit, which makes the majority of educators generally "emphasize practice and despise theory; Teachers call themselves "teachers".

-scientific research theory: the professional basis of scientific research teachers

-scientific research ability: the core quality of scientific research teachers

-mode of thinking: personality characteristics of scientific research teachers

The fundamental pursuit of scientific research is to explore the truth.

Truth is divided into factual truth and rational truth (indicative truth). The study of factual truth is mainly a function of natural science research, which pursues factual truth and judges its truth and falsehood. The study of rational truth is the function of humanistic research, which needs to be obtained through philosophical reflection and logical reasoning. We need to explore and understand the meaning and value behind factual behavior.

The problem of education is complex, and the problem of educational facts is often intertwined with the problem of value. This puts forward special requirements for the way of education and scientific research.

Our vision of educational scientific research can not be limited to the field of educational facts and phenomena, but should explore the meaning behind educational facts, educational value and dialysis of life philosophy and wisdom in educational activities.

The research of educational science should focus on the knowledge of "what is education", the wisdom of "how to educate" and the consciousness of "what is education", and explore and improve it at three levels: educational concept, educational practice and educational aesthetics.

We need to establish a new scientific spirit and change the traditional way of thinking, neither too utilitarian nor too instrumental. A way of thinking that emphasizes the integration of science and humanities.

-Scientific research ethics: the new content of modern teachers' morality.

We should study the real questions and do them.

Secondly, objective conditions: good academic atmosphere.

Research team based on cooperation.

Support from school leaders.

Research materials and equipment are sufficient.

Guarantee of research time, space and personnel

Lecture 2: From Problems to Topics: Strategies and Methods of Primary and Secondary Education Research

How to carry out educational research? The most important thing is operation. Generally speaking, we should adhere to the concept of "school-based research".

First, school-based research: the only way for teachers' professional development

■ School-based research requires that school education and scientific research should be school-oriented, classroom-centered, teaching-centered, and student-centered. It is a teacher's' thoughtful action' and a way for teachers to reflect.

■ Characteristics of school-based research: Director Peng Gang compares his image to grassroots research, which is a kind of research for the school, based on the school and in the school.

Emphasis: learn by action, reflect by research, learn by reflection, and grow by learning.

Emphasis: School-based research is not a new topic, it should grow on the basis of the past.

Based on the existing educational practice and teaching and research achievements of the school.

School-based research can be the integration and extension of past research.

For example; Research-based learning, comprehensive practical activities and other topics (school-based curriculum development and teaching mode innovation), hierarchical teaching mode, etc. , with the characteristics of school-based research; On this basis, integration and extension are conducive to deepening research.

Second, the contents, strategies and methods of teaching and research in primary and secondary schools

main content

(1) school-based curriculum development-teachers are the developers of the curriculum, and teachers are the curriculum;

(2) School-based teaching research-innovation of teaching mode and research of learning methods.

(3) School-based teacher training-participatory training and teaching reflection to promote teachers' professional development, emphasizing "teacher-oriented, ability-oriented and development-oriented";

④ Research on school-based management —— Research on promoting the construction of modern school system.

Second, the contents, strategies and methods of teaching and research in primary and secondary schools

main content

(1) school-based curriculum development-teachers are the developers of the curriculum, and teachers are the curriculum;

(2) School-based teaching research-innovation of teaching mode and research of learning methods.

④ Research on school-based management —— Research on promoting the construction of modern school system.

Where does the subject come from? -mainly from the practical problems in educational practice.

For example, the differentiation of students' academic performance. What are the reasons for learning differentiation? When did it start? How to overcome it? This requires investigation and experiment. For example, the connection between primary and secondary schools, the relationship between students' academic performance and non-intellectual factors, such as left-behind children, one-child education, adolescent mental health, and so on.

What is the real "problem" of education? There are three levels:

1, problems in reality: problems ['pr ɑ bl? M] n. problems, problems, troubles, such as: the problem of the increase of primary and secondary glasses among students; The problem of achievement differentiation;

2.* * * The same research topic, a topic that the public can discuss * * *: issue.n.problem; Argument; debate

For example, is it common for students to have more glasses? What's the ratio?

3. Academic Issues and Research Topics: Question ['kw? st？ n. 1。 Problems; Asking; 2. Issues to be discussed (or considered); Disputes; Difficult problem; question

It is a formal problem worth studying, and it needs empirical research to judge whether it is true or not. Through philosophical reflection, we need to find the concept, significance and value behind educational phenomena and educational behaviors, and explore solutions.

For example; Questions can be asked from different disciplines: Is it caused by the overload of courses?

Is it caused by too long school hours? Is it caused by the unreasonable nutritional structure of students?

Is it caused by insufficient lighting in the school building? It is also caused by students spending too much time watching TV online. . .

Finding and asking questions is the starting point of all research work.

It has become a subject of teaching and research to choose the problems worth studying from the found educational problems.

& lt，/SPAN & gt；

The hardest and most important.

The topic selection determines the research value; Try to choose overall and regular questions.

The topic selection restricts the effectiveness of the research; The topic should be appropriate

The selection of topics restricts the improvement of researchers' level.

How to choose a topic? The topic selection must follow certain principles.

Do nothing, do nothing, and you can make a difference.

Principle of work need

Scientific principle

Feasibility principle: don't be greedy for foreign countries and follow the trend.

Principle of interest

Basic steps of research

-Sort out the problems: school level, subject teaching level (teaching and research group, grade group) and teachers' personal level.

-Form a problem chain or problem tree, and look for key problems with universal significance or problems that need to be solved urgently.

-determine the research topic, screen the relevant theories of the study topic, write the course selection report, and declare the topic.

—— Carry out opening arguments, select research paradigms, determine research ideas and methods, write research plans and formulate research schemes.

-Conducting special research, field investigation, classroom observation, educational experiment or measurement, and recording and collecting research data.

-Collating and analyzing research materials, writing research results (papers or reports or narratives or case studies), and publishing and exchanging research results.

-write a conclusion report and make a conclusion.

-summarize and reflect on the research (group discussion or personal reflection) and put forward improvement strategies.

Paradigm and method of educational science research

(1) quantitative research paradigm (quantitative research \ empirical research)-research types that use educational measurement, educational evaluation, sampling survey, educational statistics and educational experiments.

(2) Qualitative research paradigm (qualitative research, field research)-using narrative research, educational blog, case study, classroom observation and other types.

The classification of research paradigms is relative. For example, classroom observation can adopt both qualitative observation and quantitative observation. At present, the paradigm of qualitative research in primary and secondary schools is becoming a trend, but the integration with quantitative research should be the final trend.

One of the specific research methods: educational narrative research

Educational narration is "telling educational stories". Teachers are required to solve the education and teaching problems they encounter in the classroom or other places in a reasonable and effective way, and then "describe" how they encounter this problem and how to solve the whole teaching process.

The role of educational narrative research: recording and reflection

■ Educational narrative research is an important way to record teachers' teaching career and growth process.

Suhomlinski said: "I suggest that every teacher keep an educational diary. These records are the source of thinking and creation. The teacher's diary that has been kept for 10, 20 years or even 30 years is a great wealth. Every teacher who is diligent in thinking has his own system and his own educational literacy. "

■ Educational narrative research is an important way to reflect on education and teaching.

Key points of educational narrative research

(1) The narration should have a theme. The "theme" of narrative comes from one or several teaching events, instead of taking a theoretical problem as a "hat" and then choosing several teaching cases as examples.

(2) The report on the formation of educational narrative is "educational narrative" rather than "educational thesis". This kind of educational narrative can arouse readers' buzz more than the traditional educational "thesis", thus reflecting its research value.

(3) Narrative research reports are mainly based on "narration", but they are all written on the basis of their own "reflection". It can truly and deeply reflect the whole process of research and the author's thinking.

(4) Educational narrative plays a powerful role in perfecting one's educational thought and improving one's educational level. It is not only a guided participatory training, but also an inquiry training.

The Second Specific Research Method —— Educational Blog

The concept of blog: an educational narrative (research report) exchange platform on the Internet.

■BLOG is short for Web log, and BLOGGER is a blogger.

A blog is a web page, which usually consists of short and frequently updated posts. These posted articles are arranged by year and date. Blog has built a narrative research report with writing as the carrier in the past on the platform of modern information technology, realizing the new development of educational narrative research.

The third specific research method-classroom observation research

Classroom observation is an important source for teachers to acquire practical knowledge, and it is also the basic way for teachers to collect student data, analyze the effectiveness of teaching methods and understand teaching behavior. It is the researcher who collects data directly (or indirectly) from the classroom with his own senses and related auxiliary tools (observation desk, audio and video equipment) with a clear purpose, and conducts corresponding research according to the data.

Content of classroom observation

■ self-observation (observing while giving lectures):

The main objects of observation are students' behaviors, including students' learning behaviors, interpersonal communication, reaction to teachers' teaching, and non-learning behaviors such as students' clothes, appearance, things they carry, things placed on and outside desks.

■ Observing others (attending lectures):

Including the use of teaching materials, explanation ability, questioning skills, teaching communication, multimedia application, student behavior management, teaching preparation, organization and evaluation, as well as teachers' classroom observation ability, students' non-learning behavior, and the situation inside and outside the classroom.

Classroom observation is a scientific observation method, which is different from daily observation.

■ Qualitative method:

Based on the rough observation outline, the researcher made a detailed record of the observed objects in the classroom, and made a retrospective supplement and improvement according to the memories after observation. The analysis method is mainly induction. Written records are descriptive and evaluative, which can record the feelings and understanding of the scene.

■ Quantitative method:

Use a set of quantitative and structured recording methods (tool list) for observation, which can not only use "pen recorder", but also use audio and video recording and computer software for analysis.

■ Main technical methods and means:

Video and audio recording of classroom teaching;

-Selective classroom recording with time stamp;

-seating chart method;

-Questioning skill level checklist;

-frequency table of questioning behavior categories;

-Statistical table of classroom practice target level;

-Flemish interactive classification table;

-Questionnaires and interviews on learning motivation; The fourth specific research method-case study

A case is a description of the actual situation, including one or more difficult problems, and may also contain solutions to these problems.

● Teaching cases describe teaching practice. It shows people some stories in rich narrative forms, including the typical behaviors, thoughts and emotions of teachers and students.

● An educational case is a story of an educational situation. People often express their opinions, that is, comments, while telling stories. Therefore, a good case is a vivid story with wonderful comments. (Zhang Zhaofeng, Shanghai Academy of Educational Sciences)

A case is a true description of events that happened in the past ... the purpose is to trigger discussion and analysis of special situations.

■ The characteristics of this case are as follows:

-Authenticity: the case must be a real event;

-typicality: it must be a story containing special circumstances and typical case problems;

-concentration: be sure to present the problem from multiple angles and provide enough information;

-Inspirational: We must study it, which can arouse discussion and provide analysis and reflection.

-Post-test analysis of learning effect.

The fourth specific research method-case study

A case is a description of the actual situation, including one or more difficult problems, and may also contain solutions to these problems.

● Teaching cases describe teaching practice. It shows people some stories in rich narrative forms, including the typical behaviors, thoughts and emotions of teachers and students.

A case is a true description of events that happened in the past ... the purpose is to trigger discussion and analysis of special situations.

■ The characteristics of this case are as follows:

-Authenticity: the case must be a real event;

-typicality: it must be a story containing special circumstances and typical case problems;

-concentration: be sure to present the problem from multiple angles and provide enough information;

-Inspirational: We must study it, which can arouse discussion and provide analysis and reflection.

● The difference between teaching cases and teaching plans and teaching designs.

"Teaching plan (teaching design)" is a pre-conceived educational and teaching concept, which reflects the teaching expectation; "Teaching case" is a description of the teaching process that has happened and reflects the teaching results.

● The difference between teaching cases and teaching records

"Teaching cases" and "teaching records" are also descriptions of educational situations, but "teaching records" are a kind of factual judgment. Teaching cases must have the author's reflection (value judgment) when choosing contents according to their purposes and functions.

Teaching plan, teaching design, class record, teaching summary and teaching test questions cannot all be included in the "teaching case".

The Significance of Teaching Cases

Mr. Gu Lingyuan thinks:

-Case is the source of solving teaching problems;

-Case is the ladder of teachers' professional growth;

Case is the hometown of teaching theory.

Lecture 3 Writing and submission of educational papers and reports

Writing a paper does not mean engaging in scientific research, but engaging in scientific research requires writing a paper.

The necessity of saving, communicating and publishing the results; It is necessary to share the results with others, popularize and apply the results, and transform them into educational productivity.

The necessity of promotion of professional titles and positions is also the necessity of self-realization (literati are proud of "writing books" and "becoming famous and getting married").

The final results of educational research must be expressed in a certain way, on the one hand, it is necessary to preserve the research results, on the other hand, it is also necessary to exchange the research results.

The expression of educational research results generally includes writing educational papers and writing research reports (including investigation reports, observation reports, experimental reports, etc. ).

The expression is mainly based on discussion and scientific explanation, supplemented by narration and description. Pay attention to rigorous, concise and fluent style of writing.

Of course, some magazine editors prefer literary writing, and most scholars think that educational papers are still scientific papers and should not be too fancy. The key is to express your ideas clearly and reasonably. It can be seen that most teachers can write educational papers well, which is not a patent for teachers to learn Chinese. Of course, to write a good paper, you must master certain writing skills, be brave and diligent in writing.

Ordinary primary and secondary school teachers can start with writing educational papers, gradually cultivate their interest in writing papers, accumulate experience and enhance their sense of accomplishment, and then write educational papers or even write more standardized and rigorous educational research reports.

First, the writing of educational papers.

Advocate beginners to take the route from educational essays to educational papers and from educational papers to research reports.

Prose, English prose and short essay mean prose genre; Short in length, flexible and free in expression, which can be lyrical, narrative or critical. It is eclectic, diverse and lively.

Essay, Latin means "try". That's what Montaigne's essays mean. Trying means unfinished, which means that we can discuss the same thing from different angles and on a broad level, which means doubting, denying and subverting the existing order. The life of prose lies in following. The most important thing about this style is to embody personality. This is a constantly evolving style. Lu Xun likes miscellaneous feelings, and Benjamin appreciates "fragments" because essays can accommodate freedom and critical spirit to the greatest extent.

As the name implies, educational essays are essays about educational ideas and viewpoints.

There are no fixed restrictions on writing style, and common forms are borrowing things to reason, narrating and discussing. The author should focus on describing an educational event, don't use too many words to comment and comment, write one thing clearly and simply at the end of the article. By reading the story described by the author, readers can be touched and understand some truths, which are implied in the story. Can be discussed in a narrative way. When the author narrates an event, he expresses his views and comments at the same time. You can also describe the event first and then make comments.

How can teachers write educational essays well?

The characteristic of educational prose lies in one word-casually, casually, casually.

When you are ready, you should capture and record those immediate events and sparks of thought and see them. Develop the habit of writing casually and keep an educational diary. There is no format requirement for essays, as long as the text can be short and harmonious. If you can make it clear in 200 words, you don't need to go to 1000 words. If you don't think about what it means, but it touches you, you don't have to be unhappy, and you don't have to hold back looking for any theory to rely on. You can write it out and let the readers understand it for themselves. There are two meanings: one is to do whatever you want, without too many restrictions; Second, the pen should follow the brain. I write my heart by hand. The article is written with a pen, which is thought out by the brain, so the pen should follow the brain. If you want to write a good composition, you must have your own uniqueness. You need a pair of eyes that are good at discovering and a brain that is good at thinking. You should pay attention to observation, read more books and think hard. Only with the correct concept can we have the correct vision; Only with a correct vision can we make wonderful discoveries.

The most important point: write hard, only when you write can you have a good composition.

Good at capturing themes.

-The joy of success. Why did you succeed in education and teaching? Where are the main gains? Grasp your own success and think deeply-the lesson of failure. Why do you make mistakes in education and teaching? What is the main sticking point? How to make up for it? What lessons should be learned? Textbooks are the basis of our teaching, but they are not necessarily perfect. As long as you study and think deeply and calmly, you may have new understanding or new doubts. In the process of listening to the class, the students' sense of relaxation and the constant spark of their thinking came into being, and they got some understanding and enlightenment at once. In the process of teaching, finding out the differences through comparison is the fuse to produce new ideas and new viewpoints. -In the work of the class teacher, in the conversation between teachers and students after class, and in the success or failure of students' study, there are also themes.

Ease the theme.

-be innovative. Not only do you feel innovative, but also make others feel refreshed. Don't repeat other people's views.

-list examples to be concrete and vivid. Be sure to tell the truth when giving examples.

-We must focus on the big picture. Starting from individual concrete examples, we can reflect general laws and more profound problems and reasons.

-the structure of the article can be diversified.

Second, about the writing of educational papers.

First of all, we must accurately locate the paper.

Fixed point: solving content

Experience-teaching reform-discussion.

Facets: solving levels

Criticism-Academic-Theme

Direction: the direction to solve the problem