Action Research On Research-based Learning In Rural Primary Schools

Research-based learning is gradually becoming an important part of the curricular system in our nation's basic education. Research-based learning is distinguished from traditional teaching because it is more holistic, open, practical, creative and student centered. There are several regions in China that are experimenting with the new curricular reforms and experimental applications of research-based learning have been proving fruitful. In areas with ample material and human resources implementation of research-based learning has been fully achieved. However, in rural primary schools of minority poverty areas, teacher quality is lower and material resources are restricted. Implementation of research-based learning in such rural primary schools may be more difficult. My thesis investigates the feasibility of implementing research-based learning in rural primary schools and if so how research-based learning could best be implemented.The data for my thesis was collected during a collaborative action research project in which I worked with one teacher in a rural primary school of a minority poverty area in Northwest China. We used methods of participant observation, in-depth interviews and object collection to trace the process of the implementation of research-based learning on the part of both the teachers and the students. We hope that the implementation of research-based learning will have a positive impact on both teaching and learning. This thesis discusses the feasibility of the implementation of research-based learning in such primary school as well as other related questions.The main findings are as follow:It is certainly possible to implement research-based learning in rural primary schools of minority poverty areas. There are many ways to implement research-based learning. It is important to search for the means that are most suited to the local .educational context. Collaborative action research is one of effective means for the improvement of teaching practice, and for promoting teacher professional development in rural primary schools of minority poverty areas. The implementation of research-based learning must be combined with careful consideration of the different subjects. Research-based learning is one of effective ways to change students' passive learning approach as well as to promote teachers' professional growth. The limited knowledge base of the teachers and the narrowness of the student's knowledge present the chief barriers to the implementation of research-based learning in these regions.