学校教研转型的现状、问题与对策  

Current Situation, Problem and Countermeasure of SchoolTeaching Research Transformation

作　　者：项纯[1] XIANG Chun(Institute of Curriculum and Instruction,China National Academy of Educational Sciences,Beijing 100088,China)

机构地区：[1]中国教育科学研究院课程与教学研究所,北京100088

出　　处：《北京教育学院学报》2024年第6期6-11,共6页Journal of Beijing Institute of Education

基　　金：中国教育科学研究院基本科研业务费专项资金项目“科学教育加法的学校实践研究”(GYJ2024041)。

摘　　要：根据教研转型要求构建由教研理念、教研内容、教研形式、教研效果、教研保障五个维度组成的学校教研转型现状调查框架,对我国东部发达地区S市1256名中小学教师进行了问卷调查,结果发现,学校教研理念更突出教师和学生的成长,教研内容丰富、教研方式转型初见成效,但也存在教研理念固化、教研成果转化低、教师主体性不足、网络教研低效等问题。建议:通过转变视角、升级理念、创新方式、强化保障并形成合力,切实促进教研转型,提升教育教学质量。According to the requirements of teaching research transformation,this paper constructs an investigation framework of school teaching research,which covers five dimensions,including the concept,content,form,effect,and guarantee measures of teaching research.Based on this,the research gives questionnaire to 1256 teachers in City S in east China′s developed regions.Here are some findings:the concept of school teaching research has emphasized the growth of teachers and students,with richer contents and some minor achievements in the transformation of teaching research methods.However,there are still some problems,such as the solidification of teaching research concept,the low transformation of teaching research results,the lack of teachers′subjectivity in teaching research,and ineffectiveness of network teaching research.Therefore,this paper gives some recommendations:forming synergy by changing the perspective,upgrading the concept,innovating the method and strengthening the guarantee measures,so as to promote the transformation of teaching research and improve the quality of education and teaching.

关 键 词：教研转型 学校教研 教研内容 教研方式 教研评价 

分 类 号：G40-03[文化科学—教育学原理]