Research On The Current Situation And Strategies Of Rural Primary School Teachers' Action Research Competence

In the mid-1960s,the British scholar Stenhouse,L.gradually realized the status and role of teachers during the curriculum development process.It is believed that teachers should be at the center of the educational research process and put forward the view that "teachers are researchers".In 1996,the UNESCO published the report"Learning to survive-the world of education today and tomorrow" and pointed out:"Today,from the role of teachers in the education system,teachers and researchers have the same responsibilities."In China,with the continuous advancement of quality education,a new round of basic education curriculum reforms clearly put forward the requirement of teachers to be "research teachers".Advocating primary and secondary school teachers to liberate themselves from the traditional "teacher" role to become "researchers".The ultimate goal is to solve practical problems in education,improve educational practices,and promote teacher change.The "teacher action research" takes the frontline teachers as the main body,integrates teaching and research,unify the theory and practice,emphasizes "in action,through action,for action",taking the practical problems that need to be solved in the teaching and teaching life of teachers as the research object,and is devoted to the problem solving,teaching improvement and teacher development.The type of research that is considered most suitable for first-line teachers is the best choice for primary and secondary school teachers to participate in educational research.Through combing relevant literature on domestic teacher action research,it is found that:Firstly,it is the existing problem of primary and secondary school teachers' action research.Primary and secondary school teachers are less willing to conduct teacher action research;lack of correct understanding of the teacher's action research,unclear what is action research,do not think that they have action research behavior;lack of conditions for teacher action research,can not carry out action Research;The ability level of teachers' action research is weak.Secondly,it is about the research status of primary and secondary school teachers' action research.Domestic research is still lacking in the investigation and research on the status of rural primary school teachers' action research capabilities.There is a lack of accurate evaluation and interpretation of the actual level of rural primary school teachers'action research capabilities.In summary,the problems existing in the action research of rural teachers have become more prominent and have significant research significance.Based on the consideration of the action research of teachers in primary and secondary schools,this study focuses on the research question of "What is the current status of rural primary school teachers' action research capabilities?".It took Fangcheng County Rural Primary School teachers as the starting point,and conducts research using empirical research methods After analyzing the characteristics of the teacher's action research and rationalizing the general procedures of the teacher's action research,the basic structure of the teacher's action research ability was analyzed.Based on this,a questionnaire about the status of the rural primary school teachers' action research ability was designed.Through the investigation of the current situation of rural elementary school teachers' action research ability in the other county,it explores the fact that the rural primary school teachers' action research capacity is weakness and the development is unbalanced.In order to further explore the influencing factors that hinder the ability of rural primary school teachers in action research,this study attempts to conduct in-depth discussions on both personal and environmental factors.Based on the realistic investigation and influencing factors of rural elementary school teachers' action research ability,I try to use the teacher change theory as a basis and combine with the actual situation of rural primary school teachers.From the "inside" strategy and the "outside" strategy,two strategies are proposed to improve the ability of the rural primary school teachers' action research.Finally,on the basis of a practical strategy to improve the ability of rural primary school teachers to act on research,we tried to further explore the three aspects of institutional guarantees,resource guarantees,and time guarantees.Based on a series of inquiries and reflections on the current situation of rural primary school teachers' action research capabilities.The thesis is divided into five parts.The first part is an overview of the teacher's action research ability.Based on the characteristics and general procedures of the teacher's action research,this paper clarifies the basic composition of the teacher's action research ability and puts forward the theoretical basis of the research.The second part investigates the current situation of the rural primary school teachers' action research ability.Based on the representation of the teacher's action research ability in this paper,and combined with previous research results,through the consultation and trial test,it is repeatedly revised to form the investigation tool "Survey on Current Situation of Primary School Teachers' Action Research Ability".Through surveys,we found that rural primary school teachers' abilities in the development of action research skills existed,and the awareness of rural elementary schools' action research,the ability to find problems,the ability to collect and organize data,the ability to conduct action research,the ability to analyze improvement results,and the results of research findings Ability to analyze.The third part is the influencing factors of rural primary school teachers'action research ability.The factors affecting the ability of rural primary school teachers' action research are analyzed from two aspects of teachers' personal and environmental factors.The fourth part is the promotion strategy of rural primary school teachers' action research ability.According to the teacher change theory,the author puts forward the strategies to improve the ability of teachers' action research from the two levels of "internal" and“external".In the fifth part,the guarantee conditions for the improvement of the ability of rural primary school teachers' action research are proposed in terms of system,resources and time.