1. Learn more and raise awareness.

1. In-depth investigation and understanding of the situation on the front lines of education, mastering first-hand information and sorting, analyzing, refining and sublimating it - that is, investigation and research, which is the necessary and basic content and method of educational scientific research.

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

3． Educational experience comes from educational practice activities. Only by timely and conscientious scientific summary and rising to a rational level can we guide educational practice activities in a wider scope. Karl Marx clearly pointed out in "Das Kapital" - "Theoretical concepts must be completed by large-scale accumulation of practical experience.

4. There is a beautiful poem by Taiwanese poet Yan Xian ——"The sea is blue for yourself." Just like the broken water jar, it quietly blooms a flower for itself. Educational and scientific researchers are silent and indifferent to their own beauty, as long as they are based on students, teachers, classrooms and schools, and care for life. , caring for the soul, paying attention to growth, and taking the path of exploration in education and teaching reform, management must have new horizons, classrooms must have new horizons, curriculum reform must have new lines, and family education must have new highlights

5. Education and scientific research are actually very simple. It requires us to be able to endure loneliness. Broadening our foundation, being dedicated and in-depth, caring passionately, making bold ideas, and working hard all require us to go to bed later and get up earlier than ordinary people, and to work hard according to the rules. Not only do we need Actively engage in, work hard, and gain. Most of the time, you need to reflect in a quiet and peaceful state, and find the taste of reason, interest, taste, art, and even the taste of life in education and scientific research.

6. Use the hand that has held chalk and pointer, and the pen that has corrected test papers and homework, record and sort out the topics in educational life, such as "educational modernization", "quality education", "curriculum reform", etc. , so as to walk through eternity, through the wilderness, through the forest and through the snowfield, to communicate spiritually with those noble people and ideas, which is the wonderful state of mind and life enjoyment of education and scientific researchers. .

1. Analyze problems and seek countermeasures.

1. Problems and countermeasures in education and scientific research

School level: There are many applications and few in-depth studies. .More inspections and reports, less daily implementation. More facades to catch up with new trends, less contact with reality. More pursuit of short-term effects, less perseverance, more inspections from superiors, less problem solving.

Teacher level:

1. The purpose of participating in educational and scientific research is unclear. Teaching and scientific research ≠ publishing articles

2. The topic selection 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. Only correct ideology can produce correct action. .

1) Establish a sense of leadership. If you want to do your job well, you must first sharpen your tools.

2) Establish a sense of initiative. p>

3) Establish a sense of service. Stay close to schools, teachers, and educational work

4) Establish a sense of “process”. Educational research is not only a process of writing, but also a process of learning, thinking, and practical summary. Process. The implementation of the teaching and scientific research process and the pursuit of teaching and scientific research results must be placed in the same position.

5) Establish a sense of "innovation"

2. We must seize the main position of classroom teaching and put it into practice. Teachers are used as laboratories, and teachers and students are treated as experimental subjects.

3. Take the most vexing problems at work as research objects

A. Establish the problem as the subject, study what you teach, study what is needed, and study what you doubt.

B. When choosing a topic, strive to be short, flat, and fast.

The research angle should be small, the research cycle should be short, and the research content should be practical. Go from the problem to the problem.

4. Organically combine work with education and scientific research

A. Establish the school’s subject system to guide the overall situation

B. Establish teachers’ participation in education Scientific research platform

C. Guide teachers to participate in different levels.

Truly realize the development of schools and teachers through scientific research.

1. Theoretical guidance and scientific practice.

Quoting the lecture given by Professor Fang Jianhua, editor-in-chief of "Jiangsu Education and Research"

Starting from the problem: basic strategies and methods of educational and scientific research

Lecture 1: Educational and scientific research Overview

Lecture 2: From Problems to Topics: Basic Strategies and Methods of Educational Research

Lecture 3: Writing and Submission of Education Papers and Reports

First An overview of educational scientific research

Essentially speaking: educational scientific research is a cognitive process that takes educational phenomena as the research object, is oriented by discovering knowledge about educational laws and enriching educational theories, and is aimed at solving educational practical problems and promoting Educational development is the purpose.

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

Basic functions: explanation, prediction, and control functions

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

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

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

Characteristics of educational scientific research in primary and secondary schools: generally based on applied research, micro research, action research, and school-based research.

Two points to understand:

1. Educational research ≠ writing articles

2. Educational research ≠ teaching research

Be correct 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, people have only regarded helping primary and secondary school teachers to analyze teaching materials, research teaching methods, and organize the exchange and promotion of teaching experience as the main aspects of educational scientific research. This has led to a considerable amount of so-called educational scientific research remaining in the pure form. A summary of educational experience and teaching seminars.

There is a big difference between these two concepts in terms of the scope of research and the purpose of research.

The scope of teaching research is narrow, basically focusing on issues in the micro-field of education, including research on teaching materials and teaching methods, teaching organization and management, and research on general teaching issues. Educational research is different. Its research scope is broad, involving not only the microscopic aspects of education, but also mesoscopic and macroscopic issues. It not only studies the internal connections of education, but also involves the external connections of education. It not only studies the current situation of education, but also studies the current situation of education. history, predicting future trends in education, etc. Education and scientific research is a superordinate concept.

Meaning:

____Scientific research is the only way to develop schools and strengthen teachers, which is the only way to promote the development of schools and promote the professionalization of teachers.

——Improve the quality of teachers themselves, promote the scientific research of the teaching staff, and improve the professionalism of teachers.

——Enrich educational theories and promote the scientific systematization of education. Who can engage in educational research?

Each of our teachers is both an educator and a researcher. Of course, as a condition for engaging in education and scientific research personnel

The first is the subjective condition:

——Scientific research awareness: the professional consciousness of scientific research teachers

As a teacher , it is very important to have a sense of problem, reflection and general improvement in our daily educational activities.

Our nation has a tradition of "honoring reality" and a "pragmatic" spirit, which makes the majority of educators generally "emphasis on practice and light on theory; emphasizing experience and light on scientific research". Teachers are " Self-proclaimed "teacher".

——Scientific research theory: the professional foundation of scientific research teachers

——Scientific research ability: the core quality of scientific research teachers

——Thinking style: scientific research type Teachers’ Personality Traits

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

Truth is divided into factual truth and rational truth (referential truth). The study of factual truth is mainly a matter of natural science research, which pursues factual truth, and the standard of judgment is "whether it is true"; while the research of rational truth is a matter of humanities scientific research, which requires philosophical reflection, logical reasoning, etc. get. It is necessary to explore and understand the meaning and value behind factual actions. Educational issues are complex, and often educational factual issues and value issues are entangled. This puts forward special requirements for the methods of education and scientific research.

Our educational and scientific research vision cannot be limited to the world of educational facts and phenomena, but must explore the meaning behind educational facts, educational value, and the philosophy of life and wisdom dialyzed from educational activities. Educational scientific research should be positioned to focus on the knowledge of "what is education", the wisdom of "how to educate" and the awareness of "what education is", so as to explore and improve the three levels of educational concepts, educational practices and educational aesthetics. We need to establish a new scientific spirit and change the traditional way of thinking. It should not be too utilitarian or too instrumental and rational. Emphasis on the integration of science and humanities thinking.

——Scientific research ethics: the new content of modern teachers’ ethics.

We must study real problems and do real learning problems.

The second is the objective condition: a good academic atmosphere.

A scientific research team based on cooperation.

School leadership support.

Sufficient research materials and equipment.

Guarantee of research time, space and personnel

Lecture 2: From Problem to Topic: Strategies and Methods of Educational Research in Primary and Secondary Schools

How to carry out educational research ? The most important thing is the operational issue. Generally speaking, we must adhere to the concept of “school-based research”.

1. School-based research: the only way for teachers’ professional development

■ School-based research requires that school education and scientific research should be school-based, with the classroom as the scene and teaching as the center. Taking students as the main body is a teacher's "thoughtful action" and a way for teachers to reflect.

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

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

Emphasis: School-based research does not mean starting over and creating a new one. It should "grow" on the "foundation" of the past.

Based on the school’s existing educational practices and teaching and scientific research results.

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

For example; research-based learning, comprehensive practical activities and other topics (school-based curriculum development and teaching model innovation), hierarchical teaching model etc., already have the characteristics of school-based research; integration and extension on this basis will help lead to in-depth research

2. Content, strategies and methods of teaching and scientific 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 - teaching model innovation, learning method research, etc.;

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③School-based teacher training - participatory training and teaching reflection that promotes teachers' professional development, highlighting "teacher-oriented, ability-based, and development-oriented";

④School-based Management research - research that promotes the construction of modern school systems.

2. Contents, strategies and methods of teaching and scientific research in primary and secondary schools

Main content

① School-based curriculum development - teachers are the developers of the curriculum. Curriculum;

② School-based teaching research - teaching model innovation, learning method research, etc.;

③ School-based teacher training - participatory training and teaching reflection that promotes teacher professional development, highlighting "Teacher-oriented, ability-oriented, development-oriented";

④ School-based management research - research to promote the construction of a modern school system.

Where did the topic come from? —Mainly derived from practical problems in educational practice.

For example, the problem of differentiation of students’ academic performance. What are the causes of learning differentiation? Since when? How to overcome it? This requires investigation and experimentation. For example, the problem of connection between primary and secondary schools, the relationship between students' academic performance and non-intellectual factors, etc., such as the problem of left-behind children, the education of only children, the mental health problems of adolescents, etc. To correctly distinguish what is the real educational “problem”? There are three levels: 1. Problems that arise in reality: Problem ['prɑbl?m] n. Problems, difficult issues, troublesome things, such as: the increase in small and medium-sized glasses among students; the problem of grade differentiation; 2. *** Same research Issues, topics that can be discussed in public: Issue. n. Problem; debate; controversy. For example: Is the problem of an increase in small and medium-sized glasses among students common? What's the ratio? 3. Academic issues and research topics: question['kw?st?] n. 1. Question; inquiry; 2. Issue to be discussed (or considered); dispute; problem; 3. Question is a formally raised issue worthy of research , it is necessary to judge whether it is true through empirical research; it is necessary to find the concepts, meanings and values ??behind educational phenomena and educational behaviors through philosophical reflection, and to explore solutions. For example, questions can be asked from different disciplines: Is it caused by overload of courses? Is it caused by staying in school for too long? 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 online and watching TV. . .

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

Selecting issues worthy of research from the discovered educational problems has become a teaching and scientific research topic.

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The most difficult and important.

Topic selection determines research value; try to choose overall and regular issues

Topic selection controls research effectiveness; topic selection must be appropriate

Topic selection restricts researchers Improve your level

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

Do nothing without doing anything, and only by doing nothing can you do something

Principle of work needs

Scientific principle

Principle of feasibility Don’t be greedy for big ideas and follow fashion

Principles of interests and hobbies

Basic steps for research

—— Sort out the problem: school level, subject teaching level (teaching and research group , grade group), individual teacher level

——Form a problem chain or problem tree, discover key issues with universal significance, or problems that need to be solved urgently

——Determine research topics , screen and study theories related to the topic, write course selection reports, and apply for topics

——Carry out topic argumentation, select research paradigms, determine research ideas and methods, write research plans, and formulate research plans

- Carry out topic research, conduct field surveys, classroom observations, educational experiments or measurements, record and collect research data

- Organize and analyze research data, and write research results (papers or reports or narratives (or case analysis), publish and exchange research results

——Write a conclusion report and conduct conclusion review

——Summary and reflect on the research (group discussion or personal reflection) , put forward improvement strategies

Educational research paradigms and methods

(1) Quantitative research paradigm (quantitative research\empirical research) - using educational measurement, educational evaluation, sample survey, and educational statistics and educational experiments, etc.

(2) Qualitative research paradigms (qualitative research, field research) - using narrative research, educational blogs (BLOG), case studies, classroom observations and other types.

The classification of research paradigms is relative. For example, the classroom observation method can use either qualitative observation or quantitative observation. Currently, the paradigm of qualitative research in primary and secondary schools is becoming a trend, but integration with quantitative research should become the ultimate trend.

One of the specific research methods: educational narrative research

Educational narrative is "telling educational stories." Teachers are required to solve their own educational and teaching problems in the classroom or other places in a reasonable and effective way, and then "narrate" the entire teaching process of how they encountered the problem and how to solve the problem.

The role of educational narrative research: recording and reflection

■Educational narrative research is an important way to record teachers’ teaching careers and growth processes

Suhomlins Key said: "I recommend that every teacher keep an educational diary. These records are the source of thinking and creation. The kind of teacher's diary that has been kept for 10, 20 or even 30 years is a huge wealth. Every day A teacher who is diligent in thinking has his own system and pedagogical accomplishments. ”

■Educational narrative research is an important way to reflect on educational teaching

Educational narrative research. The main points

(1) The narrative should have a theme. The "theme" of the narrative is generated from one or several teaching events, rather than using a certain theoretical issue as a "hat" and then selecting several teaching cases as illustrations.

(2) The report formed by the educational narrative is an "educational narrative" rather than an "educational thesis". This kind of educational "narrative" can arouse readers' "cries" more than traditional educational "papers" and thus reflects its research value.

(3) The narrative research report is mainly "narrative", but it is written on the basis of one's own "reflection" and is "combined with narrative and discussion". It can reflect the whole process of research and the author's thinking more truly and deeply.

(4) Educational narrative plays a strong role in improving one’s own educational and teaching ideas and improving one’s own educational and teaching level. It is both a guided participatory training and an inquiry-based training.

The second specific research method - Educational Blog (Blog)

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

■BLOG is the abbreviation of Web log, and BLOGGER is the person who writes BLOG.

A blog is a web page, which is usually composed of short and frequently updated posts; these posted articles are arranged according to year and date. The Internet log (Blog) structures narrative research reports that were written as a carrier in the past on a modern information technology platform, realizing new developments in educational narrative research.

The third specific research method - classroom observation research

Classroom observation is an important source for teachers to obtain practical knowledge. It is also used by teachers to collect student data and analyze teaching methods. effectiveness, and basic ways to understand teaching and learning behaviors. With a clear purpose, the researcher relies on his own senses and related auxiliary tools (observation sheets, audio and video equipment) to directly (or indirectly) collect data from the classroom, and conduct corresponding research based on the data.

Classroom Observation content

■Self-observation (observation while teaching):

The observation objects are mainly students’ behavior, including students’ learning behavior, interpersonal interaction, and the teacher’s evaluation of the teaching. Reflections, etc., as well as non-learning behaviors related to students’ clothing, appearance, items carried, things placed on and under the desks, etc.

■Observing others (listening to lectures):

Includes. The use of teaching materials, explanation skills, questioning skills, teaching communication, multimedia use, student behavior management, teaching preparation, organization, and evaluation also include teachers’ classroom observation abilities, students’ non-learning behaviors, and situations inside and outside the classroom.

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

■Qualitative method:

The researcher conducts observations in the classroom based on a thick-line observation outline. The subject makes detailed and multi-faceted records, and retroactively supplements and improves them based on memories after observation. The analysis method is mainly descriptive and evaluative, and can record on-site feelings and insights. .

■Quantitative method:

Use a quantitative and structured recording method (tool list) to conduct observations, either using a "pen recorder" or audio and video recording. and computer software for analysis.

■Main technical methods:

----Classroom teaching video and audio recording;

----Time marking. Conduct selective classroom recording;

----Seating chart method;

----Questioning skill level checklist;

---- Frequency table of questioning behavior categories;

----Classroom practice target level statistical chart;

----Flanders language interaction classification table;

----Learning Motivation Questionnaire and Interview; Specific Research Method Four - Case Study

●A case is a description of an actual situation, including one or more difficult questions, and may also include There are ways to solve these problems.

●Teaching cases describe teaching practices. They show people some typical behaviors, thoughts, and emotions of teachers and students in a rich narrative form. Story

●An educational case is a story about an educational situation. While narrating a story, people often express their own opinions, that is, comments. Therefore, a good case is a vivid story. Plus wonderful comments. (Zhang Zhaofeng, Shanghai Academy of Educational Sciences)

A case is a true description of an event that happened in the past... with the purpose of triggering discussion and analysis of a special situation.

■The characteristics of the case are as follows:

----Authenticity: the case must be a real event;

----Typicality: It must be a story that includes special situations and typical case problems;

----Condensation: the problem must be presented from multiple angles and provide sufficient information;

----Inspiration Nature: It must be researched, able to arouse discussion, provide analysis and reflection.

----Post-test analysis of learning effects.

The fourth specific research method - case study

●A case is a description of an actual situation, including one or more difficult problems, and may also include solutions to these problems. method.

●Teaching cases describe teaching practice. In a rich narrative form, it shows people some stories including the typical behaviors, thoughts, and emotions of teachers and students

●An educational case is a story about an educational situation. While narrating a story, people often express some of their own opinions, that is, comments. Therefore, a good case is a vivid story coupled with wonderful comments. (Zhang Zhaofeng, Shanghai Academy of Educational Sciences)

A case is a true description of an event that happened in the past... with the purpose of triggering discussion and analysis of a special situation.

■The characteristics of the case are as follows:

----Authenticity: the case must be a real event;

----Typicality: It must be a story that includes special situations and typical case problems;

----Condensation: the problem must be presented from multiple angles and provide sufficient information;

----Inspiration Nature: It must be researched, able to arouse discussion, provide analysis and reflection.

●The difference between teaching cases, lesson plans, and teaching design

"Teaching plans (teaching design)" are educational and teaching ideas conceived in advance, reflecting teaching expectations; "teaching cases" are It is a description of the teaching process that has occurred, and the reflection is the teaching result.

●The difference between teaching cases and teaching records

"Teaching cases" and "teaching records" are also descriptions of educational situations, but "teaching records" must be recorded if you hear them ( Factual judgment), while teaching cases select content based on purpose and function, and must have the author's reflection (value judgment).

Teaching plans, teaching designs, classroom records, and even teaching summaries and teaching test questions cannot all be included in "teaching cases".

The significance of teaching cases

●Mr. Gu Lingyuan believes:

----Case is the source of solving teaching problems;

- ---Case is the ladder of teachers’ professional growth;

----Case is the home of teaching theory.

Lecture 3: Writing and Submission of Educational Papers and Reports Writing a paper is not equivalent to engaging in scientific research, but writing a paper is necessary to engage in scientific research. The need to preserve, communicate, and publish results; the need to share results with others, promote and apply results, and transform them into educational productivity. The need for professional titles and promotions is also the need for self-realization (literati take pride in "writing books" and "becoming famous and starting a family").

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

The ways to express educational research results are generally writing educational papers and writing research reports (including investigation reports, observation reports, experimental reports, etc.).

The expression method is mainly a combination of discussion and scientific explanation, appropriately supplemented by narrative and description. Pay attention to rigorous, concise and smooth writing style.

Of course, there are magazine editors who prefer literary writing. Most scholars believe that education papers are still scientific papers and should not be too fancy. The key is to express your thoughts clearly and explain the truth clearly. It can be seen that most teachers can write educational papers well, and it is not just for teachers who study Chinese. Of course, to write a good paper, you must master certain writing skills, be brave enough to write, and be diligent in writing.

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

1. About the writing of educational essays

Beginners are encouraged to take the route from educational essays to educational papers, and from educational papers to research reports.

Essay, English essay, means short essay, is a prose style; short in length, flexible and free in form of expression, it can be lyrical, narrative or commentary. It is eclectic, diverse and lively. Essay means "to try" in Latin. This is what Montaigne's essays mean. Trying means unfinished, means that the same thing can be explored from different angles and broad levels, and means doubting, denying and subverting the existing order. The life of an essay lies in casualness. The most important thing about this style of writing is to reflect individuality. It is a constantly evolving style of writing. Lu Xun liked mixed feelings, and Benjamin appreciated "fragments" because essays can accommodate freedom and critical spirit to the maximum extent.

Education essays, as the name suggests, are essays that talk about educational ideas and viewpoints.

There are no fixed restrictions on writing styles. Common forms include reasoning, narrative, and discussion. The author should focus on describing an educational event. He should not use too many words to comment or make comments. He should write one thing clearly and just have a simple topic at the end of the article. By reading the incident narrated by the author, readers can be touched and understand some truths, which are expressed in the story. It can be a combination of narrative and discussion, where the author expresses his own opinions while narrating an event, commenting while narrating; or he can narrate the event first and then make comments.

How can teachers write good educational essays?

The characteristic of educational essays lies in the word "sui" - casually, casually, casually.

Capture and record the events and sparks of thoughts that happen and are visible in a timely manner. Develop the habit of writing by hand and keep an educational diary. There are no format requirements for casual essays, and the text can be long or short, solemn or humorous. If you can explain it clearly in 200 words, you don’t have to use 1,000 words. If you haven't thought about what this incident means, but it touches you, don't be unhappy about it, and don't hold back on finding any theory to support it. You can write it out and let the readers understand it on their own. "Xi Xin" has two meanings. One is to follow one's heart without too many restrictions; the other is to follow one's mind. I hand write my heart. The article is written by the pen, but it is thought up by the brain, so the pen should follow the brain. If you want to write an essay well, you must have your own uniqueness. You need a pair of eyes that are good at discovery and a brain that is good at thinking. You must pay attention to observation, read more books, and think attentively. Only with the correct concept can you have the correct vision; only with the correct vision can you make wonderful discoveries.

The most important point: write frequently. Only when you write can you have a good essay.

Be good at capturing the subject matter.

——The joy of success. Why is success achieved in education and teaching? What are the main takeaways? Grasp your own success points and think deeply about the lessons of failure. Why do mistakes occur in education and teaching? What are the main sticking points? How to make up for it? What lessons should be learned? ——Textbooks are the basis for our teaching, but they are not necessarily perfect. As long as we study and think deeply and calmly, we may have new understandings or new doubts—— During the lecture, we feel comfortable and spark students’ thinking. Constantly bursting out, suddenly receiving some kind of understanding and enlightenment - during the process of listening to the lecture, finding out the differences through comparison is the fuse for generating new concepts and new thoughts. ——There are also themes in the work of the class teacher, in the conversations between teachers and students after class, and in the success or failure of students' learning

Temporation themes.

- Be innovative. Not only do you think it’s new, but you also want others to find it refreshing, and don’t repeat other people’s opinions.

——The examples should be specific and vivid. Be sure to state the facts clearly when giving examples.

——We must make a big difference out of small things. Starting from individual specific examples, it can reflect general rules and reflect deeper issues and principles.

——The article structure can be diversified.

2. Writing essays on education

First of all, we must accurately position and fix the paper: Solve the content Experience type ---- Educational reform type ---- Discourse type Define the aspect: Solve the level Analytical---Academic---Project Orientation: Solution Direction Communication Category---Award Category---Publication Category

Secondly, clarify the writing process of educational papers and establish arguments: fundamental views on the problem Organize materials: focus on arguments, analyze research materials, write an outline: design the framework of the paper in advance

Highlight the key points, think carefully, have smooth ideas, and have a complete structure. Write a draft: complete it in one go. Revise and finalize the draft: meticulously crafted

Third, we must master the basic format and requirements of educational papers