Are primary and secondary school teachers the same as professional theorists doing research?

It is not the same, compared with teaching and research activities, education and scientific research in primary and secondary schools is still a kind of high-level activity, especially in rural primary and secondary schools, which is a bit strange and distant. At present, many primary and secondary school teachers' understanding of educational research is still stuck in the simple understanding of "educational research is to write" and "educational research is to declare the subject".

This kind of educational and scientific research is only in a state of unplanned blindness, which is a kind of superficial prosperity, which is not of much benefit to promoting the professional growth of teachers and the improvement of the quality of school education and teaching, but will increase the burden of scientific research on teachers, make teachers show resistance and disgust to educational and scientific research, and is not conducive to the real educational and scientific research activities of primary and secondary schools.

For schools, primary and secondary education and scientific research is not the icing on the cake of school development, but the internal needs of school development. Educational research in primary and secondary schools should be based on the practice of school education and teaching reform, and should be guided by the problems in education and teaching reform, especially major issues related to the overall situation.

These problems are encountered in the practice of education and teaching reform, and they must be guided by scientific theories and explored and solved by using scientific research methods. The process of solving these problems is the process of the school exploring the law of development, and the process of the school seeking the path of development.

For individual teachers, educational research is not an additional burden separated from education and teaching practice, but an inevitable need for teachers to explore and grasp the laws of education and teaching and improve their own education and teaching practice.

There are a considerable number of primary and secondary school teachers who write education and teaching and declare educational and scientific research topics are purely for the needs of evaluation activities and professional title evaluation, rather than to truly study and solve the confusion and problems encountered in education and teaching practice.

Something is different.

Of course, in the end, it is also for practical application.

From the perspective of the general direction of scientific research, it is the same, but from the perspective of specific scientific research projects, it is different.

Summary. Dear dear, it's a pleasure to answer your <>

Front-line teachers in primary and secondary schools can choose to conduct scientific research. Although teacher research is not a necessary condition for teachers' work, it has a certain importance. Scientific research can help teachers improve their teaching level, deepen their understanding and grasp of teaching content and teaching methods, improve their innovation ability, and promote discipline development and educational reform.

At the same time, scientific research is also an important basis for evaluating teachers' professional titles and job promotions. Therefore, if teachers have the ability and interest to conduct scientific research, they can improve their status and competitiveness in the education industry.

Whether front-line teachers in primary and secondary schools need to conduct scientific research.

Dear dear, it's a pleasure to answer your <>

Front-line teachers in primary and secondary schools can choose to conduct scientific research. Although teacher research is not a necessary condition for teachers' work, it has a certain importance. Scientific research can help teachers improve their teaching level, deepen their understanding and grasp of teaching content and teaching methods, improve their innovation ability, and promote discipline development and educational reform.

At the same time, scientific research is also an important basis for evaluating teachers' professional titles and job promotions. Therefore, if teachers have the ability and interest to conduct scientific research, they can improve their status and competitiveness in the education industry.

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Scientific research is the process of using scientific methods to conduct systematic observation, experimentation, and analysis to obtain new knowledge, theories, or solve practical problems. Scientific research is an important means to promote scientific and technological progress and promote social development. It can not only provide new ways of thinking and thinking, but also generate new inventions, improved technologies, and increased productivity.

In the field of education, scientific research also plays an important role, which can help teachers explore problems in teaching and propose solutions, promote education reform and improve the quality of teaching. When conducting scientific research, it is necessary to follow scientific research methods and carry out rigorously, and at the same time, it is also necessary to constantly explore ideas, actively seek and solve practical problems, and promote scientific progress and social development. Wild nucleus <>

Since the 40s of the 20th century, along with the rapid development of science and technology and its extensive application in production, daily life, and national defense, political leaders of various countries have continuously deepened their understanding of the relationship between national economic development, comprehensive national strength, and educational development. With the vigorous rise of high-tech industries, the requirements for the basic quality of practitioners in various industries are constantly improving; With the rapid development of the economy, people are eager to pursue a sound personality and a high-quality and fulfilling life. All these have led to the increasing popularization of education among the Han ethnic groups, the popularization of the objects of education, and the widespread concern of the broad masses of people from all walks of life about the quality of education and teaching work. It is precisely because of the comprehensive attention of all sectors of society to the standards of personnel training, education and teaching goals, and the ways to achieve education and teaching goals that the importance of education and scientific research is increasingly recognized.

1.Teachers' carrying out educational and scientific research is conducive to changing their concepts and comprehensively implementing quality education. The social characteristics of education require teachers to grasp in a timely manner the new needs of education and teaching work caused by the social, political, economic, and scientific and technological developments of the times in which they live, as well as the changes in social lifestyles, to improve and innovate educational concepts in a timely manner, and to adjust their work methods.

This article has 3 pages in total).

It is pure nonsense for front-line teachers in primary and secondary schools to engage in subject research! As a front-line teacher, according to the actual teaching, it is understandable to write some experiences, reflections, etc., and let the teacher study what topic, it seems too reluctant, since it is a subject, then those who are engaged in research, according to a large number of individual phenomena to optimize and summarize the general conclusion, and then return to the individual for demonstration, and finally form some experiences or models that can be implemented and worth promoting. If a school and one or two teachers can study the problem of blindness, then what do those so-called scholars and experts do?

As for how to teach, each has its own expertise and characteristics, and everyone has their own characteristics, so that students can grasp what they have learned seriously, actively, willingly and quickly, which is good teaching. Teachers use their own expertise to improve the teaching effect efficiently, and the so-called experts are used to discover the highlights of many individuals and study and promote them.

It is actually an exaggeration for primary and secondary school teachers to engage in subject research, what are the results of the subject research over the years? It's just a patchwork, a cut and a cut. Every ** is just a face project.

I have been teaching for more than 30 years, and there was no research in the first 20 years, and with the reform and development of education, various educational concepts have emerged. What was the result? Just jaw-dropping.

When I was listening to a public class in a certain place, I borrowed a student from an experimental primary school, and the teaching of reading was: You read, he read. You're awesome!

You're amazing! I don't judge who is right and who is wrong, happy education is like this. A forty-minute lesson, who will understand whom?

Jane didn't even get the teacher I was listening to.

1. The need for teachers' professional growth. Times are moving fast, and the pace of education reform is also fast. In the information society, in order to gain a foothold, we must have the awareness and ability to continue learning; We must have the courage to practice and innovate.

In order to adapt to the new requirements of quality education for our teachers, the mode of education and teaching work has shifted from empirical to scientific research. Practice has shown that

Front-line teachers can actively participate in the practice of teaching and scientific research in education and teaching, consciously learn theories, update educational concepts, lead teaching and research with scientific research, and promote teaching reform with teaching and research, which is of great benefit to improving the quality of teachers themselves. Many famous teachers have become the biggest beneficiaries of educational scientific research, and it can be said that teachers' participation in educational scientific research is an important way to improve their own quality.

2. The need to solve practical problems. The main purpose of teaching research is to solve the problems and confusions found in education and teaching. These problems include problems in one's own teaching practice, problems with students' behavior and habits, problems with moral performance, problems with school education, and problems with school management models.

I oppose front-line teachers doing research out of teaching practice, doing those big and empty topics, in vain. For example, "The Art of Introduction in Junior High School Mathematics Teaching" solves the problem of methods and skills in mathematics teaching. For example, several systems (planning system, supervision and inspection system, summary and feedback system) of the collective management of Wei Shusheng's research class have achieved good results, thus summing up that everyone has something to do, someone to do everything, someone to do everything, someone to do everything, and if the marshal can't be done, hurry up and become a soldier; If you can't do big things, you can't do small things quickly, and other education management classics.

3. It helps to develop a rigorous work style. The rigor of teaching and research has also promoted the education and teaching work of teachers to be more scientific and systematic. I think that teachers need to have a rigorous work style of doctors, and doctors should not overdose or too little in the process of use, but should be just right, otherwise it may cause more pain to patients.

For example, in "The Construction and Development of Campus Networks in Rural Primary and Secondary Schools", we can't just imagine and write indiscriminately, otherwise we will give readers a feeling of being at a loss.

4. It helps to form a sense of scientific research and teaching. We all know that when working on a project, you have to consult a lot of information. When you read a lot of books about education and teaching, it is conducive to forming your own teaching philosophy.

Teaching and research practice activities not only change teachers' educational concepts, but also make us develop a habit of examining our daily work with new educational concepts. Consciously improve their own educational methods and pedagogies, and engage in reflective teaching. For example, "It's good for the head teacher to squat and listen to the class" and "Obedient, is it a good child?" That's what I usually feel.

To sum up, educational research is one of the basic ways of contemporary teachers' work and one of the ways for contemporary teachers to learn. Topic-driven, action research is the basic method of teachers' self-development and self-improvement, and the professionalism of teachers requires us to study education. There must be a transformation from a teacher to a research-oriented teacher.

Emphasizing that primary and secondary school teachers engage in scientific research is by no means to remember that they leave their own work to engage in it, and by no means to neglect classroom teaching and emphasize "writing articles". The written article should be the result of one's own research, and this achievement should have a good role in promoting classroom teaching.

In our daily life, we often hear teachers reflect: "We just need to go to class well, what's the use of writing articles and putting on a show?" "At first glance, it sounds quite reasonable, teachers are teaching and educating people, and writing articles is a writer's business.

Unbeknownst to him, such a teacher is actually the kind of teacher who is "accustomed to following the steps and is too lazy to think about why". Our education always emphasizes how to cultivate students' innovative thinking, if our teachers are such "lazy teachers", how can we cultivate innovative students?

Engaging in scientific research actually requires teachers to constantly think and innovate in their educational work, and the ultimate goal is how to make our education more effective, more targeted, and more able to achieve the goals we hope to achieve. Is it wrong for a lazy teacher to think that he does it every day, or that everyone else does it, when he does everything? The teacher who thinks this way does not think about what the actual purpose of each of his tasks is, or whether he can achieve that purpose by doing so.

For such teachers, scientific research is indeed a "luxury"!