A Study Of Situation Of Primary School-based Teaching Research In Minority Areas Of Hainan Province

In the context of the new curriculum reform,school-based teaching research has become an important way to promote the implementation and in-depth development of curriculum reform,solve practical problems in education and teaching,improve the quality of education and teaching,and promote teacher professional development.At present,the basic education curriculum reform has entered a new period of connotation development,and education development has entered a stage of comprehensive quality improvement,and the significance of school-based teaching research has become more prominent.The vast south-central area of Hainan Province is the main settlement of the Li people,one of the ethnic minorities in our country.The CPC Central Committee attaches great importance to the speeding up of the construction of the "Free Trade Pilot Zone(Port)" and the development of ethnic education in Hainan Province,allowing the author to focus the problems in this area.Through qualitatively oriented case studies,three primary schools in Q County were selected as the research object,using field observations,individual interviews and text analysis research methods,from the development of school-based teaching research activities,teacher identification in school-based teaching research,teacher professional development in school-based teaching research,the main problems and influencing factors,the four dimensions for the investigation and review of the current situation of elementary school-based teaching research in this region.Through coding and analysis of the collected data,conceptual categories are formed,meaning construction and explanatory understanding of research questions are made,and research findings are obtained.From the perspective of the development status of school-based teaching research activities,the survey showed that the teaching research activities of the three primary schools were carried out in a solid and orderly manner.Firstly,school-based teaching research has received strong support from the school organization.Corresponding organizational leadership or post personnel have been set up,and school-based teaching research related systems have been formulated,provide materials and intellectual resources required for teaching research to the best of their ability.The leaders of school have correct cognition and positive attitude,etc.;Secondly,the activities form are rich and diverse and mature.At the individual level,teachers focus on reflection activities and internalize them into conscious and active behaviors,with rich reflection content;at the collective level,there are collective lesson preparation activities for grade groups,and subject groups use lesson examples as the carrier of "theme research courses","Open classes","matching classes" and other activities,In the leves of school,there are lectures,master and apprentice,and new teacher support,teaching research forums,project research,and school-based curriculum development,etc.,and some activities such as grinding classes and group discussions are carried out at multiple levels.Thirdly,the strengths of professional leadership are different,and the differences between schools are significant.The professional leadership in S1 elementary school is strong,attracting more people from the province and a few people from outside the province to carry out teaching research activities.S2 and S3 elementary school's leading force is declining,and the external professional leading resources are scarce.From the perspective of teacher identification in school-based teaching research,it is found that teachers in school-based teaching research in this area have a higher sense of identity,and school-based teaching and research has become a teaching research method that teachers are willing to accept and actively participate in.Firstly,there is a more correct cognition and understanding.For example,"School-based teaching research is based on problems in the practice of education and teaching","School-based teaching research is an open class,demonstration class","School-based teaching research is based on school,for school",etc.,teachers explained their understanding of the connotation of school-based teaching research from multiple angles.Teachers generally believe that "school-based teaching research is an important platform to promote teacher professional development","school-based teaching research is an important driving force for school development",etc.,and have a deeper understanding of the significance of school-based teaching research;secondly,an active attitude towards participation.Teachers take "communication and sharing","learning",and "growth and progress" as their participation purposes.Based on their own development needs,they consciously and actively participate in school-based teaching research.They are willing to undertake teaching research tasks such as open classes and topics.The overall feelings such as “"happiness and gain”,“sense of accomplishment”,“hopeful”,“looking at the beautiful scenery all the way”,“tired and happy”,etc.also fully reflect the positive attitude of teachers towards school-based teaching research.Thirdly,stronger behavioral intentions.Teachers are generally able to actively carry out personal reflection,are willing to ask others for advice or answer questions and answer questions for others,and are able to seek guidance and help from professional leaders in the school.Among different types of school-based teaching research,teachers tend to participate in teaching-based type of school-based teaching research,but there are also more significant research-based type of school-based teaching research behavior intentions and more active learning-based type of teaching research behavior intentions.The professional growth of teachers in school-based teaching research is mainly explored from two aspects.On the one hand,through the organization of learning activities based on school-based teaching research as a platform,individual teachers have obtained more comprehensive professional growth,and have acquired rich empirical technical knowledge and abilities in the technical dimension,such as subject teaching methods,multiple teaching strategies,and evaluation methods,etc.;enhance the understanding and thinking of education and teaching work in the cognitive dimension,such as expanding the cognition of teaching content,changing the cognition of education goals,and the formation of the "student-oriented" educational concept;In addition,individual teachers have formed a good attitude,motivation and sense of responsibility towards educational practice in the moral dimension.On the other hand,the teacher group has achieved significant professional growth,built the richest local knowledge,involving subject knowledge and subject teaching knowledge,subject teaching methods,teaching techniques and other aspects;formed more collective cognition and Concepts,such as building a strong team spirit,changing attitudes towards open classes,forming a "student-oriented" education concept,etc.;group growth is also reflected in the action level,and fewer new mode of collective actions have been formed through project research.The survey shows that school-based teaching research in this area has many problems such as insufficient organizational support,lack of depth and single form of substance,lack of professional guidance and local adaptation bias,insufficient promotion and application of teaching research results,and low participation of some teachers.Investigating the reasons,multiple factors including the individual teachers,the organization group,and the characteristics of the activities themselves have affected and restricted the effective development of school-based teaching research.The survey results also show that the teaching research of the three elementary schools in the region show large inter-school differences.From S1 elementary school in the county town to S2 elementary school in the township to S3 elementary school in the rural area showed the overall state such as the teaching research activities "from excellent to ordinary",teacher identification "From high to low",teacher professional growth "from rich to limited".In order to promote the more effective development of school-based teaching and research in ethnic minority areas of Hainan Province,the following strategies can be adopted: strengthening professional leadership team building,increasing organizational support in various aspects,strengthening the school leadership's teaching research awareness and the ability of professional leadership,and deepening the content and form of teaching research,enhancing the enthusiasm of teachers to participate,so as to promote school-based teaching research to play a more active and important role in promoting the gradual deepening of the basic education curriculum reform in the region and improving the professionalism of teachers.