How do teachers do research and what is teacher teaching and research

Teacher scientific research mainly refers to the scientific research process of teachers around the school teaching work, focusing on classroom subject teaching, and focusing on teaching plans, curriculum standards, teaching materials, teaching methods, etc. It refers to the study of education, teaching, teachers, teaching materials, tutorials, teaching methods, etc., and the research of teaching or curriculum teaching is the research specifically for teaching.

Teaching and research consists of four elements: education (teaching) as the object, appropriate research methods, the ability to draw scientific conclusions, and an epistemic activity or epistemic process.

The two-hour class took fifteen hours of repeated listening, and Dabao said, "Mom, I have seen it, you are not ordinary stupid, I can memorize your text on action research for you, and you are still listening backwards." ”

This time I understood some of the questions about why I was doing research.

1. Why do research (the meaning of research)?

1.Doing research can make teachers feel happy, learn and then know what is not enough, and then learn and then know beauty.

2.Research can improve the way we think. Approach life and work with a research perspective. Change the phenomenon of talking about problems we encounter, lack the spirit of research awareness, change the habit of evading responsibility, and cultivate the awareness of taking the initiative to take responsibility.

2. Common methods of research: action research methods.

Research for action, research in action, research for actors.

If you really understand the action research method this time, you need to put it into practice. (No one listens to the teacher's lecture, which is a problem.) - Change it, design the plan so that the class is not full of classes, this is the design action - the teacher urges, the students are grouped, this is the practical action - the result of the evaluation action, the group is a little noisy, the effect is not too good - change until the best way is found.

3. Narrative Research Method.

Principles of how to write an educational narrative. Some teachers only write about their experiences and do not write about their reflections after the experience, which is not a good educational narrative.

From experience to experience, we need to reflect, and from experience to correct experience, we need to reflect.

Fourth, the characteristics of a good researcher.

1.Have a humanistic spirit.

2.There is idealism.

3.Critical and transformative spirit.

4.Not afraid of the difficulties in research.

5.Learn and apply scientific research methods.

6.Strictly adhere to research ethics.

After listening to it and understanding a lot, some people understand that theories are worthy of respect, and being able to explain theories clearly to others in plain language and simple stories is more worthy of respect and learning.

How teachers research.

First, what is the significance of faculty research?

Interesting story sharing, many teachers listened, we noticed, Zhang San rolled down the window, just finished scolding.

Every word has a signifier. Each word has a different usage. What does it mean to use it for?

Pig, the word means some kind of animal, and it may also be a "stupid pig".

Everyone uses the word truck driver to mean, beware of pigs. Zhang San understood that he was stupid.

Why Tell a Story? Provoke thinking, we are workers, and the expression must be understandable. Student Xun Li understands your class, obviously you are good at speaking, and the student understands that you are scolding her. Think from someone else's point of view, think from someone else's point of view.

To understand the phenomenon, we must strive to be accurate, for example, Zhang San heard the phenomenon, what is behind it. Understanding requires conceptual definition.

What we actually have to say, in the Analects. India says that "ideas often form concepts, and concepts become ideas and actions of life."

Definition: Scientific research as we understand it.

Teacher Research Story 1: Principal training, talking about educational research, rest process, education and scientific research are also requirements of the administrative department, how do we understand it, we think that the opening meeting is a kick-off meeting, and the closing meeting is a memorial service. There was no substantial change in between, no change in classroom teaching.

The time to write a work report and a research report is complete.

Some principals are not of high level and it is not easy to apply for projects.

Teacher education studies what is behind the formation of ideas, and then lives according to the concepts. First of all, understand that the purpose of research is to live a better life around yourself. Do you listen to the class, is it uncomfortable? How to get students to listen to the class. Full of energy, students have confidence.

Every time, the mid-term exam, satisfaction and dissatisfaction, improve the quality of classroom teaching. Especially this semester, research acres are late, how to make the quality of classroom teaching higher, if you don't study, you will be uncomfortable.

Research is for a better life, research is to set up a project, in case it is not set up for us, I want to set up my own project.

Second, research methods, continuous integration of thought and action.

Research is about using your brain, then improving behavior, improving the classroom. Here we only think, not act. The quality is not high.

This is not what a front-line teacher should pursue. There is action, do not think. Completely a manual laborer, we have to be a wise laborer.

Use your brain, change your actions, and make life comfortable and beautiful.

Third, the results of the study.

There should be creation. We want to make life beautiful and comfortable.

Question 2: Has the teacher's life become happy and beautiful?

Sukhomlinsky, then guide every teacher on the path of research. Is there happiness in doing research? A lot of our current lives don't bring happiness to our teachers. Our understanding of the object of study, the study forms a powerful one.

Faculty Research May Lead to a Happy Life?

In 2004, "Creating a Happy Life for Teachers" pursued a happy life for teachers, what kind of happy life is?

Describe the phenomenon: I think that a happy teacher has expectations before class, and the teacher looks forward to becoming a teacher.