How The School-based Research Implements Effectively

With the pace that the China new curriculum reform has been making progress,it also brings a series of requirements for the current teacher's professional development.School-based research activities offers a specific way to improve the school teacher's professional development and the efficiency of the education process.Generally speaking," the effective school-based research”includes two understandings.The first one refers to the function of school-based research,that is,whether it plays a real and effective role in the result of improving teaching quality,meeting the needs of students,promoting teacher development,and promoting school reform.This point has been widely studied in the academia circles.The second one means the implementation process of school-based research.According to the actual access to the local schools,I found that although some schools put forward the plans of school-based research activities,however,in practice,due to the lack of effective support and conditions,school-based research activities present in a random,fragmented and scattered way.In recent years,China has launched the educational collaboration between the universities and schools(U-S collaboration),tried to build a bridge between those two groups,and therefore they could share resources,achieve all-round and balanced development.Under such a background,this case study investigates the dynamic changes process of the development of school-based research in a U-S cooperative primary school-S primary school.And the result shows that the combination of the university experts and the school staffs promotes the effective implementation of school-based research activities.Apparently,this is not a smooth process to achieve the proper mode of school-based research for S primary school.Surrounding by the external factors such as local government and University experts,the school-based research of S primary school went through the process of running-in to transformation and finally leading to eventual fusion.This case study makes an in-depth analysis of the whole dynamic process and discusses the reasons for the development of the problem.Furthermore,this case study may provide some useful experiences in the area of the implementation effect of school-based research,the improvement of academic teachers and the collaboration of U-S parternership.This study is divided into six parts:The first part is an introduction,mainly introduces the background of the research,the purpose and significance of the research,and the research methods and ideas adopted.The second part is a literature review.First,I describe the definitions of School-based research,U-S collaboration and the efficiency of the School-based research,and then I make a literature review on the school-based research from outside and inside of China,and the U-S collaboration development.The third part,the fourth part and the fifth part are respectively written by the timeline,and I also discuss in detail some movements that have taken place in the S primary school since the implementation of U-S cooperation.Precisely,In the third part,first I make a brief introduction of the S primary school,and later talk about the training of the theoretical knowledge of education is scheduled by the experts in universities.It is shows that different teachers show different states in the training.The problem at this stage is that the lack of effective communication between the two cooperative groups.The fourth part is taking about the mid-stage of school-based research that has been taking place in S Primary School.In this period,Classroom teaching skill has become a major problem in teacher professional development,as well as a main content of S primary school school-based research.S primary school adjusted the strategy of school-based research,change the main body of school-based research from "experts" to "teachers".At the same time,for the purpose of the school development,S primary school must produce more scientific research achievements.The problem in this stage is that the participation of H college experts in primary school cannot solve their practical classroom teaching problems.The fifth part describes that after the process of adjustment and integration,S primary school has explored a school-based research mode that runs really well in the school.This mode contains building up a priority development team to lead the others,the recruitment of front-line teaching experts,and Establishing a joint teacher's professional development platform.The last part of is the research summary and reflection.First,I list five basic conditions of effective school-based research in S primary school,they are:The principal is the leader of school-based research;Teachers are the main body of school-based research.Classroom teaching is the main content of school-based research;To ensure teachers' time and energy in doing research;Ensure a good school-based research atmosphere.Then I summarizes the shortcomings of this paper,and prospects the future research in this area.