On The Role Of The Institute Of Teaching Research In Urban Area Under School-based Educational Research

The recent school-based educational research, which features clear-cut orientation, sustainability, and effect, not only catches more and more people's eye, but also is spread in primary and high schools in China. In its application, research and exploration should be conducted into the issues, i.e. how the institute of teaching research in urban area should creatively work, where school-based educational research should be oriented, and what should be done to improve the professional capacities of teachers. Importance should be attached to these issues when an educational research mechanism is to be re-structured.This paper is aimed at pointing out how the institute of teaching research in urban area should play a different role and offering the pragmatic procedures by way of which the institute of teaching research in urban area will be able to take the lead in terms of school-based educational research and consequently school-based teaching research will be conducted more efficiently and effectively. For this purpose, the methodology of literature review, questionnaire, interview, and case study will be used when we are looking at the relationship between the institute of teaching research in urban area and school-based educational research offices and the challenges and other issues which are posed by school-based educational research offices and the institute of teaching research in urban area are confronted with.This paper consists of six parts. The part of introduction covers the literature review, purpose, definition and application of school-based educational research, methodology, and implications involved in the research. The first part is about the development and role of the institute of teaching research in urban area. In the second part, the paper, based on the results of surveys, elaborates on the challenges posed by school-based educational research offices to traditional educational research in terms of its motivations, methods, and targets as well as to the role of its researchers. Also this part brings up and discusses such issues as inappropriate and un-scientific framework, overlapping responsibilities, lack of adequate surveys, and lack of individuality. The third part points out that the institute of teaching research in urban area play the role of researchers, instructors, coaches and diagnosticians in school-based teaching research. The fourth part designs four steps by following which the role of the institute of teaching research in urban area may change with the times. The steps are: to lay emphasis on the research into grass-root schools, to guide the research with professional skills, to combine the teaching and research and build a cooperation system among schools, to set a scientific evaluation system and improve it through research. The part followed mentions four measures which should be essentially taken for school-based educational research conducted by the institute of teaching research in urban area. They are: to provide funds to meet the needs of research, to organize a stable team which consists of rich researchers majoring in relevant fields, to adopt research laws in accordance with school's situation, to structure mechanism of granting equal treatment to those who are lazy or work hard.