How do primary and secondary school teachers engage in teaching and scientific research? (A) out of the misunderstanding of teaching and scientific research 1. Research based on experience. Many teachers' research only stays on the pure experience summary, lacking theoretical generalization and promotion. It can be said that this kind of teaching and research is still in a low-level repetitive state. 2. Research on quick success and instant benefit. Some primary and secondary schools strive for external fame and students, and some teachers seek the help and support of educational theorists for their professional titles and awards. This kind of teaching and scientific research achievement is of little guiding significance to education and teaching practice. What's more, some schools do not pay attention to practical research, but are willing to spend a lot of money to win the "experimental school" award of some scientific research institutions or universities; Some teachers don't do their studies well, reflect on the problems existing in education and teaching, and actively seek solutions, but do everything possible to miss, build relationships and publish articles. 3. The study of formalism. Some primary and secondary schools or teachers' scientific research projects often pursue their "level", which is often a national project. In fact, it can be said that it is a sub-project that is paid for, and it is not even a real national project. They are not starting from the reality of the school, nor from solving the problems encountered in education and teaching practice. This research topic, which is not based on the actual situation of schools and teachers' education and teaching, will inevitably fall into the quagmire of formalism. (2) We should enrich our thinking and broaden our horizons. "Opportunity only favors those who know how to pursue it" (French bacteriologist Nicole). "Opportunities always favor those prepared minds", and for people with blank minds, problems always pass by. As far as teachers are concerned, sometimes they have to use the naked eye and sometimes they have to use a microscope to observe problems. I'm afraid more often, we have to look farther, that is, only by observing and studying problems can we establish a strategic position, get to the point, be more comprehensive, deeper and more dialectical. The famous psychologist of Harvard University pointed out that the biggest difference between educated people and uneducated people is that the former has broader thoughts and horizons than the latter. Many experts believe that first-class teachers are teachers with their own ideas. Some academic leaders in our primary and secondary schools are diligent and fruitful, but their academic realm and research level are still far from those of famous teachers and masters. What is the reason? The main reason is that my vision is not broad and I have no thoughts. Only people with thoughts, vision and wisdom can see the scenery from a stone and find the soul from a grain of sand. Therefore, to engage in teaching and scientific research, we should jump out of education and teaching, keep learning, enrich theoretical literacy, broaden our horizons and enhance our thinking. Learn what? Mainly modern educational theory. From the school's point of view, it is necessary to establish and improve the teaching and research system, actively create learning and research schools, and make teaching and research an institutional culture of the school. (3) Pay attention to the method 1. Query method. It refers to the judgment that denies or partially denies the rationality of existing conclusions, conventions and habits. Questions are often accompanied by questions. A little doubt is a little problem. If you have big questions, you will ask big questions. But doubt is not random doubt, it must be well-founded, one is facts and experience, and the other is logic. For example, in the works of pedagogy in China, it is generally unconditionally believed that "school education plays a leading role in the development of students". However, in real life, we find that family background and social atmosphere play a great role in the development of teenagers' moral character, while school education is sometimes very weak, and the phenomenon of "5+2=0 or even less than 0" often appears, and school education is far from playing the so-called "leading role". From this, a series of questions can be put forward: "School education plays a leading role in human development"? First, can school education play a leading role in human development? Second, is this protagonist conditional or unconditional? Third, does it play a leading role in all aspects or in some aspects? Fourth, does it play a leading role at any stage of human development or at a certain stage? Wait a minute. 2. Simple direction method. That is to re-examine a problem from a different angle of thinking. People often have psychological or habitual stereotypes. For example, people's mindset says that the weight of an object can only be weighed by a scale. When it comes to elephants, the general scale can't be measured, but Cao Chong is good at breaking the general mindset and finally solving the problem. Generally speaking, moral education emphasizes "starting from dolls", but some teachers think that moral education should start from adults. The reason is: if an adult "stagger", how can you expect him not to have a negative impact on children? As Confucius said, "He is upright and does things without orders, but he is not upright, although he does not obey orders". That's the truth. 3. analogy method (migration method). That is to compare the phenomena in education with those in other fields, focusing on finding out their similarities and differences, and then borrowing relevant scientific theories from other fields to move to education and find out their own topics in the field of education. There are many examples of analogy, and bionics makes good use of analogy. The Roots brothers invented the airplane from the analogy of birds. As far as education is concerned, there are also many. Comenius drew an analogy between educational phenomena and natural phenomena in On Great Teaching. He believes that human beings are a part of nature and human growth should follow the laws of nature. Education is the art of imitating nature, so education should follow the laws of nature. Some people regard education as an organism, transplant the principles of pathology, and conduct research on "educational pathology". Pathology teaching and diagnostics teaching should be introduced. Some people regard teacher education as a highly practical science, transplant jurisprudence principles and carry out "case teaching" research, which has achieved gratifying results. In short, there are many ways to find topics in education and scientific research. Here are three examples, which can only be counted as omissions, far from covering all, and the "method" is really subtle, and often "can only be understood, but can not be explained." More depends on our own exploration and experience in research and practice. If you do more, you can gradually reach the point where practice makes perfect. (4) How to choose the topic 1. Topic: novelty, scientificity, value and feasibility, that is, originality and self-justification (1). Novelty requires mastering teaching and research information. (2) Scientific nature requires grasping the macro background of educational reform and development. (3) Feasibility requires grasping subjective and objective information 1, and the topic should not be too big. 2. The title of the topic should be expressed accurately and clearly. An inaccurate and clear example is "Research on Effective Cooperative Learning of Primary School Students". This topic contains two understandings: one is to study the effectiveness of cooperative learning, that is, what kind of cooperative learning is effective; The second is to study how primary school students should carry out cooperative learning. In fact, from the implementation plan of the research group, they want to promote students' cooperative learning through teaching, so it is more appropriate to change it to "Research on Teaching Strategies of Primary School Students' Cooperative Learning". In addition, some teachers like to adopt the sentence pattern of "means+purpose". For example, "research on optimizing teachers' teaching behavior and cultivating students' innovative spirit" is unclear whether to study teachers' teaching behavior or how to cultivate students' innovative spirit, so where is the starting point? What is its center of gravity? The direction is very unclear. Some teachers like to use the word "mode", which is especially common in project evaluation. For example, "research on innovative model of classroom teaching in primary schools", "research on autonomous learning model of politics in middle schools" and so on. I think the model should be mentioned carefully for four reasons: first, the model should be supported by advanced ideas and theories; Second, the mode should be operable; Thirdly, the model must be verified by practice before it is established; Fourth, patterns are often rigid, and patterns and innovation are contradictory. Some critics have criticized that the traditional education and teaching is a model education and teaching, which casts the education of angular and individual students into a unified model. Therefore, it is better to use patterns than paradigms and examples. (5) How to write the declaration and implementation plan 1. The declaration must be filled in one by one according to the requirements of the declaration form, and there can be no omissions or errors. The required code must be marked. 2. The writing of the research plan generally includes the following contents: ① research topic; ② Background, value and significance of the research; (3) discipline overview includes the definition of discipline connotation; (4) The research objectives of the project include the overall objectives and specific objectives; ⑤ Research hypotheses and special questions to be answered, and research achievements, viewpoints and conclusions at home and abroad on this issue; ⑥ Main contents of the study; All landowners plan, process, methods and tools, sampling design scheme, etc. Research; (8) Specific data collection process; Pet-name ruby result analysis method; (10) expected results; Conditions of researchers and equipment; ⑾ the duration of the study; ⑿ Research funds and other matters in research. Let's talk about it one by one: first, the clear expression of the topic. The name of the topic must clearly express the problem to be studied. At present, there are the following problems in the expression of subject names in primary and secondary education and scientific research: First, the problems to be solved are not clear. Second, the extension of the subject name is too large, and the expression of the research object is vague. Third, the research scope in the expression of subject names is not clear. Some scholars suggest that researchers should indicate three points in the title as far as possible: research object, research problem and research method. For example, the "Experimental Research on Self-study Tutoring Teaching of Algebra in Senior One", the research object is senior one students, the research problem is the program teaching method of self-study tutoring of algebra mathematics in Senior One, and the research method is experimental method. Second, the background of research purpose and significance (1) The discussion of research purpose and significance should first explain the research background, that is, what is the basis and inspiration of this study. Because any subject research does not come out of thin air, it has certain background and ideas. Secondly, it is necessary to explain the purpose and significance of this study, that is, why to study, what is the value of the study, and what problems to solve. For example, the research on the paradigm of "township-based teaching and research" in township central primary schools. (two) the history and present situation of the research on this topic at home and abroad, as well as the characteristics or breakthrough points of this topic. This part should be elaborated in detail. We should carefully consult the literature related to this topic, and understand what research predecessors or others have done on this topic or related issues, as well as their guiding ideology, research scope, methods and achievements. Take the existing research results as the starting point of your own research and find out the shortcomings of previous studies. Confirm your creativity, so as to determine the characteristics or breakthrough points of your research. In this way, we can not only highlight the value and significance of this study, but also broaden our horizons, be inspired and expand our thinking. Three. Research scope and content (1) Limitation of research scope Any educational research topic should have a certain research scope. Otherwise, the research cannot be carried out. 1. Defining the research object Defining the research object includes two aspects: one is to define the overall scope of the research object, and the other is to define the vague concepts of some research objects. This is not only related to how to choose the research object, but also related to the scope of application of the research results. (1) Define the scope of the overall research object. If the overall research object is different, then the conclusions drawn by each research topic are likely to be different. For example, when studying the quality of young teachers in primary and secondary schools, the conclusions drawn by taking young teachers in economically developed areas as the research object and those in underdeveloped areas as the research object may be different. Therefore, it is very important to define the overall scope of the research object. (2) Fuzzy Concepts Defining Some Research Objects There are many topics with vague concepts and uncertain extension, such as "tired students", "poor students", "young teachers" and "students with bad moral character". There is no uniform and clear definition of this. Therefore, it is necessary to clearly determine the overall scope of the research object and correctly select the sample of the research object. Generally speaking, to define these vague concepts, we should try to use references, authoritative statements and statements recognized by most people. 2. Definition of some key concepts Some key concepts in the research project must be clearly defined. On the one hand, this kind of research can be carried out within a certain range, making the subject clear and scientific; On the other hand, it is also convenient for others to understand the research results and evaluate the rationality of the research according to the scope stipulated by the researchers. Because many concepts have different views in the research and practice of educational science, it is impossible to show the research goal without a clear definition. For example, the research on the topic of "the role of classroom experiments in chemistry teaching in cultivating students' thinking ability" should give a clear definition of "thinking ability" and also define "classroom experiments": whether it refers to teachers' demonstration experiments or students' hands-on experiments. Defining some key concepts is also called "giving an abstract definition to variables", that is, giving a clear explanation to the connotation of variables. In the practical research of primary and secondary schools, variables are usually defined abstractly by determining the structural indicators of variables, that is, analyzing the content nature and scope angle structure of a variable, that is, studying variables from what aspects or angles. If we study students' learning attitude, we can start with students' learning values, feelings about learning and behavioral intentions. The study of students' life attitude can be carried out from five aspects: students' life goal, learning attitude, work attitude, consumption attitude and entertainment attitude. In order to make the research of the subject operable, it is necessary to define variables and determine their operational indicators. For example, the learning behavior intention in students' learning attitude, its operational indicators are: the rate of students arriving at school, the number and time of being late and leaving early, the situation of listening carefully in class, the seriousness of completing homework and so on. Define key concepts, including all key concepts. For example, in the study of improving the political quality of primary and secondary school principals in training, we should not only clarify the concept of "political quality" (that is, political theory quality, ideological and moral quality, work style quality), but also point out the research scope of "political quality improvement", that is, it only involves the improvement of principals' political quality in training. To give an abstract definition of variables and determine their structural indicators, we can refer to the scientific definition of the concept of variables in relevant dictionaries, educational theory books, educational outlines and teaching materials, and also refer to the principles, policies, regulations, guidelines, responsibilities and requirements of the superior leaders of the State Education Commission on educational issues. This requires researchers to have a certain educational theoretical foundation, study before the study, consult the materials, and have a basic understanding of the problems studied. (2) After the research scope is limited, we should start to consider the specific research content. The research topic should be reflected through the research content. A scientific research topic can't be studied without specific research content. The amount of research content is directly related to the size of the subject. If the research topic is very big, then there must be a lot of research content; If the research topic is small, then the research content is less. The research content must accurately reflect the research theme. At present, the main problems existing in the research of primary and secondary education are as follows: First, there are only topics and no specific research contents. Second, the research content is inconsistent with the subject. Third, the subject is very big but the research content is very little. With the specific research content, we can design a more specific research plan according to the research content. For example, the research on the influence of the moral education quality of the head teacher on the middle school students' ideology and morality belongs to the category of causal research. When considering the specific research content, it should include at least three parts, namely, first, it studies and puts forward the basic content of the moral education quality of the head teacher. Secondly, "moral education quality evaluation" is conducted for the selected class teachers, and the basic situation of the current moral education quality of class teachers is analyzed. Third, study and analyze the relationship between the ideological and moral status of middle school students and the moral quality of class teachers. Only in this way can we get the research results. Simple research topics should also consider specific research content. For example, the research contents of the topic "Feasibility study on enrolling self-funded students in a vocational high school" are as follows: First, analyze the enrollment situation of self-funded students in recent years, and study the feasibility of enrolling self-funded students from the perspective of enrollment. Secondly, by comparing the educational quality of self-funded students and public-funded students in recent years, the feasibility of recruiting self-funded students is studied from the perspective of training. Thirdly, it analyzes the employment situation of self-taught candidates after graduation in recent years, and studies the feasibility of recruiting self-taught candidates from the perspective of distribution. Fourthly, if necessary, the feasibility study on the running mode and charging policy of vocational high schools is carried out. Fourth, research methods Any scientific research should not only use philosophical methods and general scientific methods, but also have specific research methods and technical means. Every subject of educational research in primary and secondary schools should have corresponding educational research methods. For example, the research on the quality of young teachers in primary and secondary schools is bound to be inseparable from the investigation method; To study how to train young teachers, we always use the method of summing up experience; To explore whether a new teaching method is better than the original teaching method, we should adopt the experimental method. In primary and secondary education and scientific research, it is not easy to get scientific research results only by using a single method. Each method has its advantages and limitations. A single method can only get some information, leaving out many other useful information, so it is difficult to make a comprehensive and accurate conclusion. Therefore, we advocate a comprehensive approach, or a combination of several methods, or one method is the main one, supplemented by other methods. For example, when we conduct experimental research in teaching, of course, we mainly use experimental methods, but we also need to compare the experimental results with measurement methods (such as measurement), and we can also compare the experimental results with investigation methods (such as understanding students' reactions). Another example is the survey, which mainly uses questionnaires to obtain a large amount of data, but it also needs to be supplemented by interviews to make the conclusions more reliable and the materials more abundant. The part of "research methods" mainly reflects the research "what to do" and "how to do it" of a subject. In addition to clearly explaining what method to use for research, you should also write as carefully as possible. If the survey method is adopted, it can be explained whether the survey method is questionnaire or interview. If a questionnaire is used, it is best to attach a designed questionnaire. If it is an interview survey, try to attach an interview outline. If the experimental method is adopted, it is best to attach the experimental scheme. If the method of summing up experience is adopted, the content items, feasible plans, ways to accumulate materials and what materials are expected to be accumulated can be written out. At present, there are several problems in the methods of primary and secondary education research: first, most of them only use the summary of work experience. Second, insufficient attention has been paid to investigation methods. Third, there is abuse in the use of experimental methods, and they do not understand the scientific meaning and special requirements of experimental methods, and use the word "experiment" casually in research. Fourth, there are more qualitative analysis and less quantitative analysis. Some use quantitative analysis, but because they are not familiar with and understand the statistical methods, the analysis methods are improper and the conclusions are unscientific. These problems must be solved in future scientific research. Five, the research object in the research plan, it is also necessary to fully consider the requirements of the subject for the representativeness and typicality of the subjects, and select the subjects for specific research to ensure that the research results can explain the general regularity of a certain area, a certain kind of scene or an object, so that the research results have universal guiding significance. There are two ways to determine the research object: overall research and sampling research. If it is an overall study, the overall scope should be clear; If it is a sampling study, it is necessary to explain the sampling method and sample size. This part can be written in the research plan, or it can be written in the research plan according to the actual situation. VI. Research Scheme Design the research scheme, that is, design the implementation steps and time planning of the research. Every step of the research, the tasks and requirements of each stage, and the working time required for each stage should not only be well known, but also be implemented in a written plan. In this way, researchers can carry out research in strict accordance with the steps and time requirements, self-monitor and check the completion of the plan, so as to ensure that the research of the subject is completed on time and with good quality. Managers of research projects can also inspect, supervise and manage research projects according to this research procedure. Seven, the form of results in the research plan, but also to design the form of research results, that is, the final research conclusion, research results in what form to express. Research reports and papers are two main forms of educational scientific research achievements, and research achievements can also be written into monographs, teaching materials, manuals and so on. From the researcher's point of view, designing the results table in the research plan can make it clear what to use to express the research results in the future. From the beginning, we can work hard in this respect, accumulate materials, conceive a framework, and work together in order to facilitate the smooth appearance of research results. From the manager's point of view, acceptance can be carried out accordingly. Eight, the research team members in the research plan, to write the project research team leader, member list and division of labor, the purpose is to enhance the sense of responsibility of the project research team members, in order to facilitate the implementation of the plan. Nine, the required budget and equipment conditions three or seven sentences to primary and secondary school teachers 1, as teachers, teaching must be engaged in scientific research, and the life of teachers' professional development lies in teaching and scientific research. 2. Teaching and research must highlight characteristics, which are the life of teaching and research. 3. Grasping characteristics must emphasize innovation, which is the soul of teaching and scientific research. 4. Innovation must follow scientific laws, which is the working way and method followed by researchers. 5. Scientific methods and means must be guided by the scientific outlook, which is based on theoretical doubt and critical spirit and freedom of thought. 6. Teaching and scientific research is a thoughtful behavior of teachers. 7. Remember three sentences. You hear, you forget, you see, you remember, you do, you understand! These are the "three famous sayings" in the field of international learning and scientific research! Fourth, I understand Wang Guowei's "Three Realms of Reading" ("Words on Earth") to sum up my teaching and scientific research experience, "three periods" (mature and free period)