There is no research on this operation. Since the successor to action research in education in the early 1990s, action research has become the most commonly used term in primary and secondary education and science "Eight Issues in School Education and Scientific Research", almost every One of the teachers who conducted the design study in each school will be referred to one of the research methods they used which was action research. In fact, action research breaks away a certain degree of teachers' research and mystical minds in primary and secondary schools, allowing everyone to notice that patented research is not an expert, but can "marry" primary and secondary school teachers into a professional development tool . But on the other hand, we have also noticed that in some schools and some teachers, doing action research as long as action becomes an excuse, action research is replaced, and the phenomenon of no action research is becoming more and more obvious.
Recently, I had the opportunity to see some manifestations of educational and research results. After carefully examining the design issues of the tables, I also found similar problems. Some implementation issues only include the organization and coordination of work, personnel deployment and management, system construction and implementation, and the role of hard study;; the design work only has background information, work flow analysis, work coverage, and hard study to track certain subject-related subject achievements. , it is difficult to find research value only through benefit analysis, accumulation of work experience, and improvement of labor conditions. All of these still dominate their own behavior through empirical research, showing a lack of scientific research awareness.
Research should meet three requirements: objectives, process and methods. Educational research is no exception. If our so-called research does not have a clear research target point and does not use correct research methods during the implementation of the research, it will not become learning. This is originally a very simple truth, but unfortunately, some studies have ignored this common sense from design results.
Action and research combined. Research and act. This is the basic stance that primary and secondary education and scientific research should adhere to. Continuously carry out reflection in action, and the reflection of these processes, propose methods, reflect, improve the effectiveness of behavior, embody actions, get rid of old habits of operating oneself, and consciously study the basis and premise of actions while studying And actions are closely integrated to study the invalid execution situation that escapes from its original state;! This kind of research should be fruitless research for primary and secondary education research institutions
If we count from the early 1980s, then primary and secondary education and scientific research have been going on for 20 years so far. history. During this period, school education and scientific research were carried out to improve the practice of responsible schools, solve school problems, and enhance the level of responsible schools. Many research projects did play such a role. At the same time, we should also note that the large number of schools and scientific research that solves practical problems of quality is disproportionate. The fund has invested in the project since its inception, but the results don't really reflect that. Some schools of education and scientific research are still in a state of "plastic flowers".
When talking about school education scientific research here, it does not refer to whether scientific works are published, whether it is a collection of compiled results. In fact, after a period of research, many schools can always come up with a decent work published by a regular publisher. But only in this study? The materialization of scientific research ideas - the content reflected in the book is not really reflected in the daily life of the school, but its ending is reflected in the language of symbols. Such school research, when the research project is directly to write this or that book, but not necessarily really want to change the school's practices.
The reason for this situation is that there are many reasons for scientific concepts, research and organizational reasons, there are reasons for the presentation of research methods, and reasons for the existing scientific evaluation mechanism. Now, how to evaluate the results of scientific research projects has become a matter of great concern. If the current state continues, although schools' application for scientific research programs will continue for a period of time, as it is gradually discovered that studying schools is not directly related to the improvement of school life, then not only will the research programs decrease, but also the attitude toward research will arise. Change, that is, from acceptance to rejection. This question is worth pondering!
Chunhua Qiushi, if all the schools have not transformed the research collected in the past 20 years, it will be an astronomical number, which can really be called a huge amount of money. In sharp contrast, there is a lack of transformation in our existing research and application in actual teaching. Some schools are a big problem with an educationally minded principal.
Once the president changes, he will change course and choose a new topic, because of their "achievements" in research projects during his tenure, the original research will only be the result of the text.
Faced with many current scientific research and difficult problems in schools. Focused research can be fruitful, but it cannot be translated into actual teaching, and scientific research has lost its due meaning and value.