Qu/Jinan Institute of Education and Teaching, Ministry of Construction
-[Italian] Francesco Guicciardini
At the end of the month and the beginning of the month, on the seventh day of Nanjing, I lost the enthusiasm of the old campus of Nanjing Normal University. Most of the time, I either attend classes in the air-conditioned classroom or the cat thinks in the air-conditioned room. But perhaps Jinling Stone Town, which has a sense of history without some kind of cosolvent, and a bunch of lectures by experts and professors from different angles did not give birth to a steady stream of thoughts in my mind at that time, and those thoughts that were often touched in my previous studies were hard to suppress. Some of them were like Baotu Springs that stopped spewing, which were elusive and impossible to grasp.
So I can't write my study experience after I come back.
Maybe a new opportunity is needed. "Doing something at the right time is quite easy to succeed-in fact, they can almost do it by themselves." 16th century Italian historian and politician Guicciardini said this.
The opportunity didn't come as late as expected.
It seems to be a coincidence that in July 1 1- 13 after returning to the hospital, I talked with several colleagues in our hospital about the project for three days. In the communication, I was inspired by each other, and suddenly thought of the introduction of Yang, director of the Institute of Educational Science in Xuanwu District, Nanjing. The "service strategy" she talked about in the revision of an article stimulated the curriculum awareness and reform practice of schools and teachers, and the proposition and action of "actively providing services for teaching and research personnel" she introduced when dealing with the relationship between researchers and teaching and research personnel-the communication with our three teaching and research teachers seemed to coincide with Yang's positioning of scientific research. As Guicciardini said: "Things are long and changeable, and what happens by accident is inevitable. After a long time, those who persist will always have sudden good luck. It is precisely because faith is the mother of persistence that it can be attributed to the great cause of faith. "
Teacher Wang's junior high school physics project is a provincial planning project, which belongs to the last batch of provincial "Twelfth Five-Year Plan" projects approved on 20 15. Teacher Wang led his powerful team to conduct fruitful research and exploration under the framework of the general project of "making physics curriculum suitable for every child-research on the integration of junior high school physics curriculum", with the way that district and county teaching and research personnel or school backbone teachers under the leadership of the core general research group respectively declared sub-projects. The advice I can give at present is-
One is to finish the problem as soon as possible. As a 20 15 project, the research should have come to an end by now-the cycle of teaching and research work is endless, but the problems targeted by a project are specific, and the research must be periodic, and this cycle should not be too long. It is suggested that the research group should think and discuss on the theme of "What more work needs to be done to ensure that the project can be completed as soon as possible in the near future".
The second is to sort out and clarify the framework of the final result. It should be taken into account that the whole project focuses on the integration of junior high school physics courses. If you think about it, "curriculum integration" can be divided into the objectives, specific contents (framework), methods and principles, the implementation (teaching) of curriculum integration, the evaluation of the effect of curriculum integration (the evaluation of related tasks has been reflected in the sub-project research led by JUNG WOO, a teaching researcher in Central District) and the new requirements of junior high school physics curriculum integration for teachers' literacy. If we don't answer these questions clearly, and ultimately only rely on the existing research results or reports of various sub-topics (this is a popular idea in many of our project design and research after all), it is difficult to be regarded as "completing" the research task.
The third is to make a good summary and realize the improvement from experience to results. It is suggested that the research group should not further supplement and arrange the research of sub-topics (unless the whole needs it), gather the core members and start analyzing and decomposing the existing research results of sub-topics. Based on the above-mentioned framework, some viewpoints, principles and experiences obtained in the research of each sub-topic are completely combined (summarized) and upgraded on the basis of dismantling, so that individual experience can rise to the basic level of understanding, and then the corresponding theoretical basis can be excavated and analyzed to realize the research results of the whole topic.
It is important for our teachers and researchers to finish all the research tasks on time within the preset research cycle, instead of making research subordinate or even submerged in trivial and endless daily work. "Obviously, everyone wants to be perfect; Even if the white jade is slightly flawed, people don't want it. But it is very difficult to do this. Therefore, it is wrong to spend too much time on things; Time is spent on how to make things completely satisfactory, and opportunities will run away. " (Ji Cialdini)
The topic of the history teacher in junior high school is "Research on the application of supplementary articles in junior high school textbooks", which is a newly established key topic in the "Thirteenth Five-Year Plan" of educational science in Jinan. The teacher of this subject consulted the demonstration activities of this topic.
Director Cao Maochang of Nanjing Gulou District Teacher Development Center believes that "teaching research and educational research are often two curves that are not on the same plane. It is said that it is not on the same plane because there is no necessary connection between teaching research and educational research, commonly known as' two skins'; The reason why it is a curve is because there are serious defects in teaching research and educational research itself. " "There are three disadvantages in teaching research, one is the open class teaching of formalism, the other is the controlled evaluation of individualism, and the third is the fragmented activity without internal logical relationship." And "pseudo-scientific research often appears in educational research, or the research scope is too general and lacks exact meaning, so the research can't start;" Or the research object is too broad to grasp the center and the research cannot go deep; Or the research content lacks problem consciousness and cares about virtual problems and pseudo-problems. "
Teacher Duan's task is to organize excellent teachers to adopt scientific research methods and procedures and carry out research on key issues in teaching and research, which is the most (should) concern of teaching and research personnel. This is not only a revision of their respective curves, but also an attempt to realize teaching, research and research on the same stage. My suggestions for its specific problems are-
First of all, since it has been nearly May since the evaluation of the 20 19 project ended, for primary and secondary school teachers, the college entrance examination, senior high school entrance examination, graduation season and final summary follow one after another. Therefore, when we issued the project notice, we deliberately deleted the usual requirement of "please organize the project demonstration within three months after receiving the project notice", and the deadline for project demonstration activities was relaxed to the middle and late September after the start of school. Don't rush to organize the topic. It is suggested that the research group use the summer vacation to search for information better and more extensively and explore feasible schemes in depth.
Secondly, Mr. Duan's research group studied the application of "supplementary articles" in junior high school history textbooks, and selected the first four items from the six columns of "related historical events", "material learning", "extracurricular activities", "knowledge expansion", "character scanning" and "problem thinking" before and after class, and set them as sub-topics to organize research. This is the sub-project design and division of labor strategy shared by the members of the research group. However, this mode of division of labor is likely to lead to a problem-that is, the final research report of the general project will eventually become a simple mixture of the achievements of N subprojects, and it is difficult to find ready-made answers to the general and basic questions that need to be faced and answered at the level of the general project. Therefore, it is suggested that Mr. Duan's research group add a dimension of division of labor on the basis of the original sub-topic, and distribute answers to questions such as current situation investigation, information retrieval and literature review, basic strategies for the use of auxiliary texts, requirements for teachers by the use of auxiliary texts, and teaching design and implementation. Sending it to the relevant members of the research group is equivalent to each member of the research group having two roles-the researcher of the specific auxiliary text use and the person in charge of the auxiliary text use research, so as to avoid the last one.
Finally, in the past, we didn't pay much attention to the results. Teaching researchers lead teachers to do a project, and most of them emphasize "giving everyone a chance". What they emphasize is to study teaching business more deeply and purposefully with key teachers under the research idea. The meaning and value of "process" is often greater than the final "result", which emphasizes the growth of teachers in the research process. But now, as far as the pursuit of subject research is concerned, the pursuit of final results is more and more important. Teachers in this research group are not particularly easy to produce results in the specific division of supplementary columns, but if we face this research from the perspectives of literature review, current situation investigation, case (lesson example) analysis, and teacher quality (strategy) requirements, it can basically be a task corresponding to at least one achievement-the requirements for teachers may be higher, but the actual output results may be more valuable. This is indeed a difficult study, but "you must be very careful before joining a new business, because once you get involved, you must continue." (Ji Cialdini)
The primary school music cloud teacher has not yet undertaken the research task of this project. The communication with Mr. Yun began with her thoughts on the present situation of singing teaching in primary schools and some preliminary plans for the future. Talking about music teaching with a tone deaf person like me can only give some suggestions to onlookers from the perspective of methods.
First, only from the starting point of music education in primary schools, it seems that there are two paths: instrumental introduction and vocal introduction. In my impression, Sheng Qing, a music researcher in Shizhong District, once did a project to explore the experience of foreign countries in starting music enlightenment education from instrumental music, and compared it with the practice that domestic primary schools generally pay more attention to vocal music education. I'm not an insider, but I suggest that if Mr. Yun wants to study the perspective of singing teaching in primary schools, it seems that he should consider some comparative research results between the two. After all, choosing a good research direction in the early stage of project design is the most important thing to determine the value of a project. "It must be remembered that research will never be better than its design. The problems brought by research and design are fatal. " (Joe China) How far is social science from science? 》)
Secondly, in the current educational reform and development, music education is gradually promoted to the same important position as physical education. At present, the research on music education in primary schools can not be ignored. Professor Zhang Letian of Nanjing Normal University pointed out in the report "Policy Orientation of Education Development in China since Reform and Opening-up" that "society is a policy existence" and education is also a policy existence. Social or educational differences "are essentially differences in systems and policies". Therefore, without a specific educational policy background, it is impossible for us to carry out educational and teaching research at any time and at any level. From the perspective of music (art) education, there have been many voices at the national level over the years-the opinions of the Ministry of Education on further strengthening art education in primary and secondary schools (No.8 [2008] of the Ministry of Education), and the notice of the general office of the Ministry of Education on the pilot work of Peking Opera in primary and secondary schools (No.2 [2008] of the Department of Physical Education). Opinions of the Ministry of Education on Promoting the Development of Art Education in Schools (Teaching Physical Education [20 14] Measures for Evaluating the Artistic Quality of Primary and Secondary School Students (20 15) Measures for Self-evaluation of Art Education in Primary and Secondary Schools (20 15) Opinions of the State Council General Office on Strengthening and Improving the Aesthetic Education in Schools in an All-round Way (Guo Ban Fa [2015)
Thirdly, music education has its particularity, and various related documents are very rich. On 20/0/7, Kloc participated in the opening demonstration of a municipal project called "Strategies for Stimulating and Keeping Children's Interest in Art Learning through Off-campus Education" in tianqiao district Children's Palace. At that time, I searched on HowNet, and felt that at least many schools' viewpoints such as Suzuki Music Teaching Method, Orff Music Teaching Method, Kodaly Teaching Method and Gordon Music Teaching Theory were worthy of attention-even if I just wanted to study the simplest "singing teaching". It is suggested that we should not neglect drawing nutrition from these schools of music teaching theory-relying on our simplest "ideas" and "practices", which can also be regarded as the difference between research and work, the difference between the final result and general experience, and we suggest paying attention to it.
Fourthly, when reading the pre-project materials of tianqiao district Children's Palace, I found that teachers' daily accumulation of various materials, especially their own art education experience, contains a lot of valuable information-for example, Wang Xia's "using the appeal of works of art to increase the attraction of learning, fully mobilize thinking and attention, thus forming the best learning state, generating pleasure and satisfaction, and being willing to continue learning", Teacher Zhang Ying's "Adhere to the principle of step by step in teaching arrangement to make students feel that they will succeed with a little effort, so that they will work harder in the joy of continuous success" and "What you explain must be understood, not only simple, but also in line with children's logic", and Xu Zhong's "It is worth noting that when teaching young people to learn saxophone, the number of demonstrations should not be too many, otherwise it will lead to thinking patterns. As a result, teachers can't play independently without demonstration, which obliterates the development of children's imagination and innovative thinking, as well as the weightlifting competition exercises developed by Yang Huan. These daily experiences condense the experience accumulated by teachers in long-term teaching practice. Although it is a bit fragmented, it is not far from the real "achievement". This must be highly concerned by the organizers of the subject research and cannot be ignored. In fact, for the research organized by our teaching researchers, pearls scattered in teachers' daily work and communication are the most indispensable. What we have to do, or what we should do more, is actually to find a line to connect the pearls in the teacher's hand. Professor Wang Jianjun from the School of Education Science of East China Normal University said, "The basic function of research is structuring: front-line teachers should not only structure the objective education world, but also structure their own experiences and transform the education world through the structural optimization of their own experiences. "In this sense, it is actually the easiest thing for teachers and researchers to do research.
Mr. Liu Yonghe, the former president of Nanjing Institute of Education, believes that "research is real learning-students need research-based learning, especially teachers." When he was in charge of the College of Education, the experience of teachers' personal project design and management introduced in Nanjing was once popularized throughout the country. But I admire him for two other things-
The first is to "teach" the teacher to do the problem from the word-for-word modification of the topic expression. Seriously think about Research on Optimizing the Transition of Children's Daily Life with Music Games, Practical Research on Transition of Children's Daily Life with Music Games, Research on Effective Activities of Music Singing Teaching in Kindergarten Middle Schools, Research on Interactive Strategies of Singing Teaching in Kindergarten Middle Schools, Creating Song Situations to Improve the Effectiveness of Singing Teaching in Kindergarten Middle Schools and Innovative Research on Situational Teaching Mode of Children's Singing. The names of several groups of topics, such as "Research on the Effective Penetration of Games in Small Class Singing Teaching Activities" and "Action Research on Gamification of Small Class Singing Teaching Activities", can naturally touch the first step close to "education and scientific research" from interested teachers.
Secondly, Director Liu has provided a bunch of "artifacts" for teachers to declare and undertake projects, such as "project design demonstration" and "filling in the outline", which is really "service" for teachers and is thoughtful and worthy of our serious study. After all, "educational research is not an inherent professional responsibility of teachers. However, research is increasingly necessary to open up space for the development of teachers and schools. " (Wang Jianjun)
Summing up and reflecting, inspired by the training of Nanjing Normal University, inspired by Mr. Wang, Mr. Duan and Mr. Yun, I want to talk about four experiences in teaching and scientific research (subject):
(1) is based on practice (work), but research is not equal to practice (work), especially in the presentation of the final results, there are often cases where "activities can be obtained" and "experience can be learned" but "views cannot be integrated", let alone systematic results. Attaching great importance to the promotion of experience and the expression of results is one of the tricks.
Professor Jin Shenghong once said in The Logic of Educational Research: "Educational research is based on words and deeds, that is, researchers are speakers, not practitioners. Any proposition put forward by his research is expressed in words (words are also a kind of words, just like speeches), not in actual results. "
Feng Youlan also said that no matter whether philosophical science is written or spoken, it is truth, and it must show the characteristics of research with a strict rational attitude. Research is not a narrative of experience, but the truth.
(2) From the perspective of the positioning of teaching and research work itself, only by standing high can we see far. However, reality often appears. As a teaching researcher, even if it is only in this discipline, it is often not as high as a teacher, and the vision is not as high as that of a teacher. There are often a few people who stick to the routine-the innovation of results is hard to bear. Paying attention to the overall situation and at least making a breakthrough in this subject is the second move.
Professor Pan Qingyu of Shandong Normal University once lamented when he participated in the opening demonstration of a provincial project, "Everyone is saying what everyone is saying. We should at least have a few words that reflect our deep thinking! "
(3) On the whole, the project design from the perspective of teachers and researchers often fails, which is embodied in the appropriateness of scientific method selection, the standardization of research process and the generality of research results. In particular, it often happens that the teaching and research staff themselves lack the overall consideration of the research of the subject, and are used to simply cutting the task into pieces and decomposing it into teachers at lower levels-sub-topics often have a lot of materials, while general research groups often fail to summarize and improve them. Attaching great importance to scientific research and design is the third measure.
As Professor Qiao said, "If there is a problem with the research design, the problem will not be discovered until the end of the research, and the error cannot be remedied. Even with high technical means, it is difficult to make up for the mistakes caused by research and design. "
(d) In terms of research methods, Teacher Zhu of Nanjing Normal University emphasized that "people who master big data can overlook the whole world like God!" In the era of big data, the boundaries between education, evaluation and management have been blurred, and education has shifted from' speaking with experience' to' making decisions with data, managing with data and innovating with data'.
This statement may be correct in the context of the whole era. But in the field of education and teaching research, we need to listen dialectically. There is no difference between good and bad research methods in education and teaching. It cannot be simply said that quantitative research based on big data is scientific, and qualitative research based on empirical narrative is unscientific.
What are the advantages of teaching researchers to do research? Personally, I feel that I have shown considerable advantages at least in terms of richer practical experience and wider data sources than ordinary teachers. I can't make an either-or choice. I need to consider it according to my discipline and my own characteristics. In the choice of scientific methods, what is suitable is the best, which is the fourth hint.
"Whether a wise man or a fool, eventually can't resist the inevitable. There is no better expression than the following proverb: fate leads those who are willing; Those who don't want to, fate drags away. " Guicciardini said. He also said, "Remember this maxim when doing things: it is not enough to just make a start, or point out a direction and provide a motivation; We should pursue it to the end and never relax until it is over. Keep your eyes on things so tightly that you can get twice the result with half the effort. People who do the opposite usually think that things have been done when they have just started and haven't encountered many difficulties. "
When introducing the practice of organizing and guiding teachers to carry out curriculum-related reforms, Director Yang once said, "The biggest difference between teachers and administrators or teaching researchers is that the courses that teachers understand and implement are directly oriented to students!" As a practitioner of regional teaching and research management and guidance, my greatest advantage (difference) in educational research should be that the educational research activities I understand and implement can directly face front-line teachers or teaching researchers.
"We are afraid of ourselves and worry that we can't bear this responsibility, and this responsibility may make us regain naive happiness. If there is an' irreconcilable enemy' who is destroying people, this enemy is people themselves. We are keenly aware of this dark power in ourselves. " (Morris's Open Self) I will try my best to overcome the "dark forces" in myself, "not relax" on the road of accompanying the reform and development of teaching and research with scientific research ideas and methods, and strive to "pursue to the end" in order to achieve our common "get twice the result with half the effort".
Morris said.