A Study About Situation Of Teaching Research Activities In Y Middle School

The new round of basic education curriculum reform calls for teachers’ role transformation ——from the "practice" and "experience" gradually to "research" and "expert",needs them to enhance professional quality to be expert in education and teaching reform.As the important carrier of teacher’s professional development,the quality and efficiency of teaching research activities is undoubtedly the focus of all parties concerned.In order to understand the research status,the study carried out the literature review in the early stage and field research later.On the basis of literature,it is found that there is a general description in the existing literature: the current teaching research activities,especially in middle school,became a mere formality and had a strong tendency to administration and inefficiency.In order to test the authenticity and obtain more information,this research selected Y middle school as a sample,carried on the detailed field investigation and combined with interviews,observation and other methods to learn the present situation and problems of the school from the perspective of "theme,form,atmosphere,effect and evaluation".The study found that:(1)There were four forms in the Y,including regular teaching、informal teaching research activities、writing teaching essay and sending education to the countryside.The Y middle school centered two themes("solve the confusion in the week " and "discuss about lessons next week ")to carry out the research activity.The first two forms of teaching research activities were more helpful to the teachers.Activity evaluation focused on conventional teaching research by the ways of the activity record and the times that teachers participate in the activity,and the evaluation objects were teachers and teaching research group leader.(2)The problems existing in the teaching research activities in the Y middle school: The traditional "collective lesson preparation,class lecture,discussion and evaluation" were still the mainstream of Y.It focused lessons and teaching materials,but ignored teachers and students.It is less targeted and coherent.The top-down administrative cooperation atmosphere filled with Y’s teaching research activities,so teachers’ participation was not high and it is difficult to form an atmosphere of cooperation and sharing.Activity effect cannot be shared by all the teachers for the weak consciousness of inheritance.The evaluation system of research activity was not scientific and valued the quantity instead of the quality.It lacked the formative evaluation.The evaluation subject is too single and the overall evaluation of the educational research group team is ignored.The causes of problems in the teaching research activities of Y middle school:(A)The process of teaching research activities tends to be administrated seriously.The top-down way of cooperation deepened the hierarchy of the educational research group members,making the educational research group members look very hard,but cannot be united together,because they were in different direction,finally causing the strange phenomenon of "1 + 1 < 2".(B)The purpose of research activity was not clear.(C)Due to a fuzzy understanding of the function of the teaching research activities,the school leader,group leader and teachers regarded them as routine and dispensable.(3)The suggestion to improve the teaching research activities in the Y:(A)We can effort to firmly establish the new ideas of "improving school and education" by teaching research;(B)To strengthen the regular teaching research is a great way.(C)It is necessary to create an environment so as to activate the needs of informal teaching research activities.(D)Each participant in the teaching research should take the initiative to switch roles.(4)The lessons we can learn from the research of Y:(A)The study also may take longer to do participatory research in order to get more real information;(B)In other schools,teaching research activities can be regarded as a kind of professional activities,so as to improve the participants’ understanding of teaching research activities;(C)For the research activity itself,it is necessary to be carried out as a professional activity to enhance the effect.