Research On Transfer Of Educational Science Research’s Achieve Ments Made By Teachers In Primary And Secondary School

Transfer of primary and secondary teachers’educational science research’s achievements means that ordinary teachers and administrators transform primary and secondary research of knowledge and product into their own education philosophy, and then express it as teaching programs, curriculum, classroom behavior, campus culture, and school management, ultimately applying it into education or teaching practice. Aiming at improving transfer level and understanding primary and secondary school teachers’conversions of scientific research results, this study carries out investigation in view of structuration theory.Research methods used in this study are literature research methods, questionnaires and interviews. Targeted at school teachers in main cities and various counties in Chongqing, this study released a total of 120 questionnaires, and 112 questionnaires were recovered, including the 112 valid questionnaires, thus response rate was 93%. A total of six primary and secondary teachers are selected as interview subjects randomly, among whom there were each two primary school teachers, middle school teachers, and high school teachers. Survey results were analyzed with Excel software.Through the survey, we found some problems. Firstly, teachers’action force of conversion on scientific research results is not strong, although many primary and secondary school teachers support this conversion. Secondly, teachers’demand for conversion is not strong, especially the one that needs change with age, titles and qualifications,etc. Finally, teachers’transformation attitude is negative, especially those having less than 15 years’teaching experience, be it primary or secondary level teachers, normal teachers or master teachers, or highly educated teachers.Combined with questionnaires and interviews, my study can conclude four reasons about primary and secondary education teachers’conversion of scientific research results. Reasons are as follows:firstly, schools lack mechanism to promote research achievements; secondly, teachers lack the transformation knowledge and abilities; thirdly, system to protect transformation is imperfect; fourthly, culture atmosphere and value orientation are utilitarian. In order to enhance teachers’ conversion level, this study presents the following recommendations and responses: Firstly, attach great importance to role of teachers by correcting understanding and enhancing the transformation abilities teachers need to improve understanding of the teaching and research achievements; secondly, creating a campus climate:to carry out research and encourage teachers to do research. In other words, it is necessary to create a strong atmosphere of scientific research, by encouraging teachers to output many types of teaching research achievements and strengthen teachers’ cooperation of research; finally, provide an institutional guarantee:by promoting the transformation and building up evaluation mechanism, schools must provide reasonable material resources, found a fair platform of promoting research achievements, create a relaxing and free teaching environment, and establish a sound mechanism for the transformation benefit assessment with both school and community together...