A Strategic Study On Regional Promotion Of School-based Research In Rural Middle Schools

The curriculum reform in the new century was started formally in June, 2001, as Outline of Basic Education curriculum reform (trial edition) was issued. Introduction of school-based research is an important policy to advance the new curriculum reform, and it is also an inevitable choice of reforming the old teaching and research system to meet the demand of practice. There are many studies of school-based research in our country now, but administrant patterns which can be put in practice, especially in rural middle schools, is lacking.The aim of this study is to reveal problems of school-based research in rural middle schools now, and analyse the reasons, table a proposal which will be a help to local educational administrative departments, local teaching and research managers and school leaders.The thesis, based on a combination of relevant literature and a survey of the present situation of school-based research in rural middle schools, mainly in Yuhang where the curriculum reform is started earlier. The thesis also summarizes experiences in Yuhang with the help of the local teaching and research managers. It has been found in this research that some obstacles are remained when teachers put school-based research in practice in rural middle schools. Firstly, there's an ideaistic obstacle that teachers don't deem research their duty . Secondly ,it's an obstacle in capabilities to do research for lots of teachers. Thirdly, there are other obstacles which arise when teachers do research. For instance, teachers in middle schools have not much time to do research and they can not rap off expediently with experts because of the distance between them.According to the above situation, the author points out strategies to promote school-based research in rural middle schools from three aspects. Firstly, the author studies how the local educational administrative departments make teachers do research on their own initiative, not constrainedly. Secondly, the question for discussion is how the local teaching and research managers make teachers gain a mastery of the method of doing research. Thirdly, the research explores how schools create good conditions of doing school-based researches. This paper discusses strengthening teachers's drive by reforming educational evaluation measure and carry through the policy of lightening students' burdens in school work. Local educational administrative departments can do something in this aspect. Concerning improving teachers' school-based research, the author use the mode of Action Research in Education excogitated by Professor Gu Lingyuan's team for reference, but insist that the method of doing action research should be taught to many rural teachers. In the third aspect, schools can construct the atmosphere of researching, and they can also build webs used for teaching and research, which make teachers discuss problems at any moment and teachers can gain experts' guidance at long bowls. Organizing the activities for schools will not be restricted by time and distance. Teaching resources can be shared by teachers time after time too, if the web is built. Rural school-basedresearch will be blooming when teachers want to do and can do it, and they have a good condition of doing it.