Teachers In Post Research Study And Research

The quality of the teachers' continuing education is directly related to the quality and the level of the teaching force, and it also affects the success or failure of basic education in China. The core issue of the teachers' continuing education is in the learning. In the background of lifelong education and learning, "learning" is the basic quality requirements of modern people. As a teacher, he should have a good quality of learning, not only needs to learn, but also needs to know how to learn; not only studies himself, but also needs to lead the students to learn. As the teachers' continuing education is continually advocated today, that teachers learn how to learn becomes a problem worthy of study. As a new way of learning, research-based learning has become the highlight in the new curriculum reform. It plays an important role in learners' intellectual development and the interest arousing. This thesis focused on the explore of teacher's research-based learning, and it considered that the study of learning is a new way of learning for teachers to learn, which has significant meaning for teachers to improve their interest in study and enhance their sense of self-efficacy. I believe that teachers should improve the quality of basic learning in the study condition, study mode, study content and research-based learning and evaluation. Its main contents are:ChapterⅠ: The outline of research-based learning in teachers' continuing education. In-service teachers' research-based learning mainly refers to the teachers as learners who use the way of research-based learning to find out the problems in the work and life make the "dead" knowledge in the books become the "live" knowledge in the reality. The research-based learning mode of in-service teachers' is different from other groups; it has its own characteristics: it provides a more open space for the learning process, which can access to and make full use of effective resources. For the in-service teachers, such learning has more clear independence and double process. Obviously, it is of great significance of the research study in teachers' in-service education: it developed the innovative potential of the contingent of teachers; comprehensively improved the quality of their own so as to promote the development of education, it is an important way for the teachers to achieve the life-long education.ChapterⅡ: The formulation of the content for research-based learning. Whether the research-based learning progress smoothly mainly depends on the contents' formulation, the key is to see whether it is conducive to improve the teachers' capabilities. From this perspective, the contents' formulation for the research-based learning of the in-service teachers should abide by the following principles: the principle of nearby resources, the principle of moderate content, the principle of varies from person to person, the principle of results publicly, the principle of active and passive combination and the principle of applying what they have learned. Through independent study, others guiding, discussing and organizing to identify the four principles, we can divide the content of research-based learning into compulsory and elective courses, and elective courses can still be divided into the theme of recommendation and the theme of choice. Finally we can operate it in accordance with the problems' appearing, problems identification, problems discussing, analysis and the results reporting. Of course, it should be emphasized that this assessment should run through five stages from start to finish.ChapterⅢ: The condition of research-based learning to the teachers' continuing education. Teachers' research study is constrained by objective and subjective effects. The impact of teachers' research study on objective factors mainly includes the study of environmental factors, such as the family environment, the school environment and the social environment. The impact of teachers' research study on subjective factors mainly includes the main learning basis of the study, motivation, ability and mood. For teachers' research study, if there is no a good learning condition for teachers, it will inevitably affect the enthusiasm of learning, and the quality of learning can not be assured.ChapterⅣ: The mode of research-based learning to the teachers' continuing education. Mode is the combination of content and form; it serves to achieve the target. Individual mode is a kind of research-based learning that learners rely on the individual efforts to study; it can be divided into Web-based and Media-based. School-based mode refers to the research study that is held at schools as units. Besides these two modes, the in-service teachers' study can also use interactive mode, including to long-range mode and a short-term mode.ChapterⅤ: The evaluation system of research-based learning. To learn more effectively, we should attach importance to the evaluation of teachers' research-based learning. From the trends of evaluation the development, modern evaluation is no longer satisfied with the results of an evaluation, but increasing emphasis is attached to the formative evaluation in the education process. From the main of the evaluation, it has changed from a single and others' evaluation to diversify and self-evaluation. From the methods of evaluation, it has changed from the quantitative to the quantitative and qualitative integration. The teachers' research-based learning has different characteristics, such as, the diversity and interactive of the main, the process and development of evaluation and focusing on incentive and control. Based on these characteristics, I believe that the research-based learning of in-service teachers can use Portfolio Assessment, the Sub-evaluation and the evaluation of participation, and so on.