A Study On The Dilemma And Countermeasures Of Implementing School-based Teaching And Research In Rural Junior Middle School In Ethnic Areas

With the extensive implementation and in-depth development of the new curriculum reform,school-based teaching research has become the mainstream of current frontline teachers' teaching and research.School-based teaching and research is based on the school,with teachers as the main body,taking the practical problems in teaching as the research focus,and relying on the school's own resource advantages and characteristics to carry out education and teaching research.As one of the important contents of the new curriculum reform,school-based teaching and research has important value significance for deepening teaching reform and improving teachers' scientific research quality and professional development.Rural basic education in ethnic areas is an important part of China's education.The development of rural basic education in ethnic areas is related to the implementation of China's rejuvenation of the country through science and education.It is related to the improvement of China's overall cultural quality and the long-term stability of the country.School-based teaching and research is one of the effective ways to improve the quality of rural junior middle schools in ethnic areas,highlight school characteristics,promote the deepening of curriculum reform,and promote the professional development of ethnic rural teachers.How to solve the dilemma of the development of school-based teaching and research in rural areas in ethnic areas,and use the existing local characteristic resources to explore a professional development path of teachers,which is highly personalized,integrated with teaching and research,and to solve the problem of school-based teaching and research in rural areas in ethnic areas.Thinking about the problem.This study takes Yangshuo County G Middle School as an example.Under the combing of the theoretical knowledge of school-based teaching and research,using literature method,questionnaire method,interview method and other methods,the understanding of the school-based teaching and research in rural junior middle schools in ethnic areas,the process of school-based teaching and research,school-based teaching and research The dimensions,the effectiveness of school-based teaching and research,and the guarantee and evaluation of school-based teaching and research were examined.During the investigation,the author used the opportunity of internship to participate in the school's various teaching and research activities,observed and recorded the performance of teachers in the activities,and conducted in-depth interviews with some teachers.On this basis,the author sorted and analyzed the collected data,and combined his own experience and feelings,and finally formed a thesis.This paper attempts to deeply explore the effective countermeasures for the implementation of school-based teaching and research in rural junior middle schools in rural areas through the dilemma and attribution analysis of rural junior high school school teaching and research in ethnic areas.This research is divided into seven parts:Part1: Introduction.First of all,based on the promotion of basic education curriculum reform and the current professional development and practical difficulties faced by teachers in ethnic rural areas,this paper expounds the origin of this study in combination with professional specialties and personal interests.Secondly,this paper summarizes the purpose,significance,research ideas and methods.Finally,the literature at home and abroad is reviewed and analyzed.Part2: The definition of the concept and theoretical basis.This paper mainly expounds the core concepts of school-based teaching research and the theoretical overview of teacher professional development,lifelong learning and educational action research.Part3: Yangshuo County G school-based teaching research case investigation.This part is mainly from the investigation purpose,the investigation object,the investigation design,the investigation implementation carries on the elaboration,and thus obtains the Yangshuo County G school-based teaching research present situation,including the school-based teaching research cognition situation,the school-based teaching research process situation,The effect of school-based teaching research,the incentive and protection of school-based teaching research and the evaluation of school-based teaching research.Part4: The predicament of the implementation of the teaching and research in the middle school of Yangshuo County.Mainly from the three aspects of the main body cognition of school-based teaching and research,the practice of school-based teaching and research,and the guarantee of school-based teaching and research,this paper discusses the predicament of the current G school in Yangshuo County.It is found that the dilemma of the cognitive aspect of school-based teaching and research is characterized by weak scientific research consciousness and lack of deep understanding of teaching and research;school-based teaching and researchpractice shows that the teaching and research environment is not strong,the activity machinery is boring,the teaching and research method is single,and the traditional mode and local content are lacking.Due to the school's fixed research,teaching and research utilitarianism is prominent,and paying attention to short-term interests;school-based teaching and research protection is characterized by lack of professional guidance,lack of effective incentives and effective supervision,etc.Part5: The attribution analysis of the predicament of the G-school in this school.This part is in the dilemma faced by the fourth part of the school-based teaching and research,clarifying the crux of the difficulties in the teaching and research of the G-school.It is believed that the main part of the teaching and research is mainly due to the lack of teachers' teaching and research literacy,lack of internal driving force;teaching and research practice is teaching and research.The formalization of activities,the burden of teaching tasks,and the content of teaching and research have no features;the teaching and research guarantees are insufficient support for teaching and research,the system of teaching and research is not perfect,and the funding is insufficient,which limits the development of school-based teaching and research in rural junior middle schools in ethnic areas.Part6: Break through the dilemma of school-based teaching and research in rural junior middle schools in ethnic areas.In view of the dilemma existing in the implementation of school-based teaching and research in Yangshuo County,based on the analysis of the results of investigation and research,this paper puts forward some countermeasures and suggestions to promote school-based teaching and research in ethnic rural areas,covering the main body of school-based teaching and research.The practice of teaching and research and the guarantee of teaching and research are three aspects.It is proposed that the subject of teaching and research should strengthen their own awareness of learning and scientific research,and establish a cooperative and mutual-aid community.In the aspect of teaching and research practice,we should make full use of national cultural resources,diversification of teaching and research activities,localization and diversification of teaching and research content,and lighten teachers teaching burden;In the aspect of guarantee,we should implement the professional guidance of school-based teaching and research,strengthen the system construction of school-based teaching and research,and establish the network teaching and research platform.Finally,the conclusion.This paper expounds the conclusions of this study and its shortcomings.