A Study On Middle School Teachers’ Access To Educational Scientific Research Knowledge And Capacity

As an integral part of teachers’ educational research quality, educational scientific research knowledge and corresponding capacity are deemed as a safeguard for teachers to conduct educational scientific researches and improve the quality of teaching. As the main body to carry out compulsory education, middle school teachers should be equipped with solid professional basic theoretical knowledge, in-depth educational research knowledge and higher research capacity. Only in this way can they adapt to the requirements of times, society and the educational reform. Currently, experts and scholars are paying too much attention to present situations of teachers’ educational scientific research while conducting limited researches on the approaches to obtaining educational research knowledge and capacity. There are multiple approaches to obtaining educational research knowledge and capacity which can primarily divided into pre-service cultivation, after-service training, educational scientific practice and self development. As such, it is worth exploring and analyzing how middle school teachers gain and apply educational scientific research knowledge and capacity and how the obtaining approaches in all dimensions exert influence on teachers’ educational scientific knowledge and capacity.By questionnaire together with interviews, this paper chooses336middle school teachers in Yanji city as respondents to learn about the level of development of middle school teachers’educational scientific research knowledge and capacity as well as its application and furthermore, explore the influences of pre-service cultivation, after-service training, educational scientific practice and self enhancement on the the development of teachers’ educational scientific research knowledge and capacity.Based on discussion and analysis of research results, this paper draws the following6conclusions:Middle school teachers’educational scientific research knowledge and capacity are in the general level and moreover, with teachers’ teaching age increasing, the level is inclined to decrease. Except new teachers, most of them have never attended courses related to educational scientific research, participated in educational internships and officially written graduation papers and hence, there is insignificant impact pre-service cultivation exerts on teachers’ access to educational scientific research knowledge and capacity; the impact of after-service training is unremarkable due to the lack of emphasis on the teaching of educational scientific research knowledge, the practice of educational scientific research capacity and experts’ specific lectures on educational scientific research;the impact of educational scientific research practice is not obvious because of the lack of professional instruction and the passion for scientific research caused by passively joining in scientific research for schools’ stress and professional title appraisal;the impact of self development is also insignificant since the exchanges and feedbacks between teachers are in the low level.On the basis of the above-mentioned conclusions, the paper puts forward the following suggestions:Frontline teachers shall actively enhance their educational scientific research knowledge and capacity and meanwhile, those highly experienced teachers should actively participate in educational scientific research activities; pre-service cultivation shall fully take the cultivation of students’innovative awareness and practical abilities into account, open up courses related to educational scientific research for students, and construct practical teaching system adaptive to the objective of fostering students’ learning ability to put the functions of courses into fullest play; after-service training shall stick to the combination of theoretical learning and practical research, help teachers continuously know about the latest developmental tendencies of educational scientific research and broaden their horizons, cultivate their interest in research and spark their creativity; schools shall create opportunities and conditions for teachers to conduct educational scientific research practice, employ experts to instruct them and implement backbone demonstration activities to help them settle issues and difficulties in educational scientific research practices and moreover, realize the effective combination of philosophies and practice; teachers shall attach much more importance to the accumulation of experience in the teaching process, reflect more often, improve the reflective and communicative abilities and continuously enrich their own education and scientific research knowledge and corresponding capacity.