清晰而深刻地认识和把握中小学教师研究的本质、特性，可以帮助我们摆脱对非本质问题的纠结，去追问和探究中小学教师研究不可或缺的“规范”。

Clear and deep understanding and grasp the essence of the primary and secondary school teachers/characteristics,Can help us get rid of to the essential question ravel,To ask and explore the indispensable primary and secondary school teachers"standard".

麻晓春 MaXiaoChun

　　“中小学教师通过做研究，培育“事实求是，追求真理，不盲从，不迷信”的科学精神，树立科学的育人观、价值观和方法论；经历“问题与假设证据与分析结论与讨论”的研究过程，学会运用科学的方法研究问题、解决问题，提高教育教学质量；采取“证据说话，开展讨论和质疑”的科学思维，提高自身及学生的思维品质。这些才是中小学教师研究真正的价值所在。”

"Through the research of the primary and secondary school teachers,cultivation"Seeking truth from facts,The pursuit of truth,Don't blindly follow the,Not superstitious"Scientific spirit,Set up the scientific education view/Values and methodology;experience"Problems and hypothesis evidence and the analysis conclusion and discussion"Research process,Learn to use the scientific method to study the problem/Solve the problem,Improve the education quality of teaching;take"Evidence to speak,To launch the discussion and question"Scientific thinking,Improve their own and student's thinking quality.These is the primary and secondary school teachers in the real value."

　　中小学教师要不要“人人有课题”，类似这样的问题讨论已久。古希腊哲学家赫拉克利特曾经说过：“人不能两次走进同一条河流。”但关于中小学教科研的讨论却像是一个“涟漪”，在一个圆圈里徘徊，即没有跳出来，也无法深下去。讨论中，大家说的似乎都有道理。

Primary and secondary school teachers want to"Everyone is subject",Questions like these have long discussion.The ancient Greek philosopher Heraclitus once said:"People can't twice into the same river."But about primary and secondary school education and scientific research discussion is like a"ripple",In a wandering around in a circle,There is no jump out,Cannot deep down.The discussion,Everybody says seems to have truth.

　　反对者认为，中小学教科研存在种种问题，病得还不轻：

Opponents say,Primary and middle school education and scientific research problems,Sick is not light:

　　一是形式化。参与者关注的是方案撰写、课题申报、立项、论证、评奖，却忽视了对研究问题的深究、对研究过程的管理，导致“申报急急忙忙，开题热热闹闹，过程松松垮垮，结题了了草草”，忙的是外在的形式，让教师觉得累却无用。

One is the formalization.The participants on the plan to write/Subject to declare/project/argument/awards,But ignore the research problem probe/In the process of management,Lead to"Declared in a great hurry,Opening home,Process and,Concluding be able to jot down",Busy is external form,Let teachers feel tired but useless.

　　二是功利化。参与者的主要目的是为了评职、评奖，所以急于在短时间内拿出东西，东拼西凑，甚至“复制+剪辑”，有悖于教育研究精神和价值的做法盛行于中小学校园。

The second is being.The participants of the main purpose is to review job/awards,So eager to take out things in a short time,Scrape together,even"Copy + editing",Contrary to education research spirit and value approach prevails in primary and middle school campus.

　　三是泛研究。参与者不愿投入艰苦劳动，没有文献搜集和整理，不对问题做深入研究，甚至有课题没问题，没有真实的数据以及必要的论证推理，只有“观点+例子”，找一个实例，套上一个“理论”，缺乏必要的研究规范和准则。

The third is extensive research.Participants would not into hard work,No literature collecting and sorting,No problem to do further research,There is even topic no problem,No real data, and the necessary argument reasoning,only"View + example",Looking for an example,Set on a"theory",Lack of necessary research standard and criterion.

　　支持者认为，中小学教科研的作用和意义不容否定。自“教师即研究者”的口号提出以来，改变了教师沦为“教书匠”的原有定位，教科研成为推动学校科学发展和教师专业成长的“助推器”，被广大学校、教师所接受、所实践。中小学教师做研究是教师专业发展的必然要求，是提高教师工作质量的必经之路，是增强教师效能感和幸福感的必备要素。我国无数中小学就是通过开展教科研走上了良性发展之路，无数中小学教师就是通过做研究成为一代名师。

Supporters think,Primary and middle school education and scientific research of function and meaning can't be denied.since"The teacher that the researchers"Slogan since it was put forward,Change the teacher into"JiaoShuJiang"The original location,Education and scientific research to promote scientific development and school teachers' professional growth"booster",By our school/The teacher accept/The practice.Primary and secondary school teachers doing research is the inevitable requirement of teachers' professional development,Teachers' work is to improve the quality of the only way,Is to enhance teachers' self-efficacy and the necessary elements of happiness.Many primary and middle school in China is through the development of education and scientific research on the benign development way,Many primary and secondary school teachers by doing research is a famous generation.

　　从要不要“人人有课题”的论题看，实际上隐含了两个话题：一是要不要人人做研究，二是要不要做课题。其实，“做课题”只是“做研究”的一种方式，采取什么样的方式做研究是由中小学教师根据所要解决问题和个人需要、条件等因素来决定的。做课题是做研究，不做课题同样可以做研究，如课例分析、课堂研讨等。我们所要讨论问题的核心应该是：中小学教师要不要做研究，教师应该如何做研究。

From want to"Everyone is subject"Thesis see,In fact implied the two topics:One is to don't everyone doing research,The second is to don't be subject.In fact,"Do subject"just"Do research"A way of,What kind of way of doing research is made according to the primary and secondary school teachers in order to solve the problem and individual needs/Factors to decide.Do topic is to do research,Don't do topic can also do research,Such as lesson analysis/Class discussion.We have to discuss the heart of the problem should be:Primary and secondary school teachers want to do research,Teachers should how to do research.

　　著名语文特级教师于漪把备课作为研究，“一篇课文，三次备课”。第一次，独立备课，“绝不做照搬照抄教学参考资料的人，要独立思考，刻苦钻研，力求自己真懂”。第二次，广泛涉猎、仔细对照，“看哪些东西我想到了，人家也想到了。哪些东西我没有想到，但人家想到了，学习理解后补进自己的教案。哪些东西我想到了，但人家没想到，我要到课堂上去用一用，是否我想的真有道理，这些可能会成为我以后的特色”。第三次，边教边改，每课必写“教后记”，“一步一陟一回顾”。经过对上百篇课文的独立钻研，对教材有了一种“庖丁解牛”的本领，为自己的教学奠定了深厚的基础和超凡的能力。

Famous Chinese super teacher prepares a lesson YuYi put as the research,"A text,Prepares a lesson three times".The first,Independent prepares a lesson,"Never do copy reference for teaching people,To think independently,lucubration,He was trying to understand".The second,widely/Careful contrast,"See what I thought about,The family also thought about.What are the things I didn't think,But the somebody else thought about,Learn to understand trailing into their own teaching plan.What I thought about,But the somebody else thought,I'm going to the lecture went up use,If I want to true sense,These may be I later characteristics".The third,Side edge to teach,Each lesson will be written"Teach epilogue","Step one Zhi a review".After hundreds of text independent study,To the teaching material has a"Skilled and magical craftsmanship"ability,For his own teaching laying a solid foundation and extraordinary ability.

　　北京十一学校的王春易老师为了“把课堂还给学生”，针对工作中出现的问题，提出假设、实践反思、总结经验，不断地推动工作持续地发展。在自主课堂上，学生不会自学，她尝试“学习规划书”，引导学生自学；课堂中学生不会讨论，她培训小组长，实施团队评价，提高学生自学能力；学生自主学习、小组合作、探究实验，课时不够，她探索“大单元教学”，把相关的知识整合起来；大单元教学，没有教材，她组织教研组老师改教案、编教材；课堂上教师不讲了、少讲了，如何体现教师的指导作用，她把知识问题化，用问题来导学，创造了生动活泼的教学模式，提高了学生的学习质量。

Beijing eleven school teacher in order to WangChunYi"The classroom back to students",According to the problems emerging in the work,hypothesis/Practice and reflection/To sum up experience,Constantly promote sustainable development.In the independent class,Students are not self-study,She tried to"Learning planning book",Guide the student to study independently;The classroom will not discuss middle school students,She training group leader,Implementation team evaluation,Improve the students' self-study ability;The cultivation of students' autonomous learning/team/Inquiry experiment,Class is not enough,She explores the"Big unit teaching",The relevant knowledge together;Big unit teaching,No teaching materials,She organization teaching and research section for the teacher to correct lesson plan/Woven materials;Class teachers do not speak the/Less about the,How to embody the guiding role of teachers,She put her knowledge problem change,With questions to guide to learn,Create a lively teaching mode,Improve the students' learning quality.

　　“新学校行动研究”团队在教育教学研究中，“把行动拿出来研究”，研究的具体内容就是学校工作中的优势、问题和矛盾；“把成果付诸行动”，他们的研究成果不是追求写研究报告、论文，而是解决方案、操作模式、行为改进，把研究作为自己解决问题的方法、推进工作的动力。

"The new school action research"The team in the education teaching research,"Take out the action research",The specific contents of the research is to the advantage of school work/Problems and contradictions;"The results into action",Their research results is not the pursuit of writing a research report/The paper,But solutions/Operating mode/Behavior improvement,The research as the methods to solve the problems/Promote the power of the work.

　　无论是于漪老师的备课就是研究，还是王春易老师和“新学校行动研究”的工作即研究，都是基于教师工作、解决教师问题、促进教师发展的研究。这样的研究难道不需要教师“人人去做”吗？我们应积极提倡教师“在工作中研究，在研究中工作”，根据自己的实际情况做研究。我们反对的是为了花样文章做课题，搞劳民伤财的形式；我们反对的是脱离自己的工作，盲目追风、求新、凑热闹；我们反对的是把研究作为评职、评优捞分的手段，弄虚作假，背离中小学教师做研究的基本价值。

Whether YuYi teacher is the study of the lessons,Or WangChunYi teachers and"The new school action research"Work is studied,Based on the teachers' job/Solve teachers/To promote the research of the development of the teachers.Such studies don't want no tutors"Everyone to do"??We should actively promotes teachers"In work research,In the study work",According to their own actual situation to do research.We are opposed to figure this article do topic,The form of falsifying;We oppose is from his work,Blind brief/innovation/Join in the fun;We oppose the evaluation research as a job/The means of assessment to take points,fraud,Deviate from the primary and secondary school teachers to do the basic research value.

　　中小学教师研究的内在价值是什么，有没有自身的特点以及符合自身工作和研究特征的规范？这是需要我们重点思考和探索的问题。

Primary and secondary school teachers research's intrinsic value is what,Have their own characteristics and consistent with their own work and research characteristics of the specification?This is we need to focus on the problem of reflection and exploration.

　　中小学教师通过做研究，培育“事实求是，追求真理，不盲从，不迷信”的科学精神，树立科学的育人观、价值观和方法论；经历“问题与假设证据与分析结论与讨论”的研究过程，学会运用科学的方法研究问题、解决问题，提高教育教学质量；采取“证据说话，开展讨论和质疑”的科学思维，提高自身及学生的思维品质。这些才是中小学教师研究真正的价值所在。

Through the research of the primary and secondary school teachers,cultivation"Seeking truth from facts,The pursuit of truth,Don't blindly follow the,Not superstitious"Scientific spirit,Set up the scientific education view/Values and methodology;experience"Problems and hypothesis evidence and the analysis conclusion and discussion"Research process,Learn to use the scientific method to study the problem/Solve the problem,Improve the education quality of teaching;take"Evidence to speak,To launch the discussion and question"Scientific thinking,Improve their own and student's thinking quality.These is the primary and secondary school teachers in the real value.

　　在认识和把握中小学教师研究的特点、规范方面，日本中小学的“授业研究”值得我们借鉴。在日本中小学，教师按科目、年级分成不同的小组来准备“研究课”，用一个月至一年的时间经历“问题探索、设计课程、实地教学、评估成效、重写教案、再次试教、评估反思以至最终分享成果”的研究过程；倡导教师“从自己的授课中学习”，建议“用于经验交流的报告书写”，包括“研究概要”、“研究的目的”、“授业观、儿童观”、“授业的设计”、“实施情况的记述”、“结果与考察”、“具体的建议”、“反省或感想”、“附录资料”等。可以说，日本中小学的“授业研究”就是一种基于教师工作、以“课堂”为主要研究对象的研究范式，是基于中小学教师研究特性而有别于专业研究人员的研究规范。

In the understanding and grasp of the characteristics of the research of the primary and secondary school teachers/Specification aspects,Japan's primary and secondary schools"Lesson study"Worth our using for reference.Primary and secondary schools in Japan,The teacher according to the subjects/Grade into different groups to prepare"Study class",With a month to a year's time to experience"To explore problems/Design course/Field teaching/Evaluation results/Rewrite lesson plan/Once again try to teach/Assessment reflection that final sharing achievement"Research process;Advocate teacher"From their own teaching learning",Suggestions"Used for the exchange of experience report writing",including"Research summary"/"The purpose of the research"/"Lesson view/Views on children"/"Lesson design"/"The implementation of the records"/"Results with the investigation"/"Specific advice"/"Reflection or feeling"/"Appendix material", etc.Can say,Japan's primary and secondary schools"Lesson study"Is a kind of based on teachers' work/to"classroom"As the main research object of the research paradigm,Is based on primary and secondary school teachers and research characteristics different from the professional researchers specification.

　　清晰而深刻地认识和把握中小学教师研究的本质、特性，可以帮助我们摆脱对非本质问题的纠结，去追问和探究中小学教师研究不可或缺的“规范”：价值观、方法论。也就是说：中小学教科研，不是要不要，而是怎么做。

Clear and deep understanding and grasp the essence of the primary and secondary school teachers/characteristics,Can help us get rid of to the essential question ravel,To ask and explore the indispensable primary and secondary school teachers"standard":values/methodology.That is:Primary and middle school education and scientific research,Not to do not,But how to do.

　　(来源:中国教育报)

(Source: China education report)