A Study On The Problems And Strategies Of Junior School Teacher Participation In School-based Teaching Research

In the 1990 s,the educators in our country gradually pay attention to the word "school-based".It puts forward new challenges to teachers,which is an ideological liberation movement.In school,the teacher is the main body of teaching.Besides knowledge to reassure,they still need to have the consciousness of the research developing,and engaged in professional education teaching research.School-based teaching research is putting problems of teaching practice as the scientific research goal,cooperating the multidisciplinary,making use of the existing resources.On the basis of self-reflection,peer mutual aid,expert guidance,arouse the enthusiasm and initiative of teachers and attempt to use theory to guide practice,to ensure the teaching efficiency and effectiveness.Eventually it can become the education teaching characteristic,improve teachers' professional development and realize the goal of quality education and curriculum reform.School-based teaching research as one of the important content of new curriculum reform,which promote teaching reform,improve teachers' professional quality and ability,develop students has a direct role and value.Teachers' cognitive attitude,methods and contents of participation and the system of security are worthy of attention and thinking.This research takes Dalian city junior high school teachers as the research object,by consulting a large number of domestic and foreign literature and finishing questionnaires and depth interview.Sum up problems,analysis of reasons and put forward countermeasures in order to improve the situation.This research mainly has four parts: the first part explains the research background,which includes improving the innovation ability is the foundation education development needs,school-based teaching research is the key to teachers' professional development,the problems of teachers' participation in school-based teaching research.Refer to the domestic and foreign literature,elaborating thepurpose significance and methods of this study.The second part is the core of this research in defining the concept and supporting the theoretical basis mainly includes education action research theory,constructive learning theory and group dynamics theory.The third part is the key to the research,respectively from the teachers' understanding of school-based teaching research,the attitude,the process,the effect and the protection of teacher participate in the school-based teaching research.On this basis,summed up the junior high school teachers' understanding of school-based teaching research is not comprehensive,not have positive attitudes,lack of innovation and effectiveness in the process of participation,ignore reflection summary,lack of study atmosphere and outside experts to guide.Through the analysis to find the causes of problems are junior school teacher lack of school-based teaching and research'theory study,work burden,reflection ability is not strong and lack of system construction.The fourth part put forward the corresponding countermeasures and proposals,including strengthening the understanding of school-based teaching research significance,establishing the evaluation and incentive mechanism,exploring diversified ways of participation contents,improving teachers' problem consciousness and research ability,actively creating culture atmosphere in the campus and developing the professional support of teachers' participation in school-based teaching research.