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在我们收到的众多一线教师的论文中,我们发现,很多教师在追求“理论与实践相结合”或努力使自己的实践上升为理论,然而由于种种原因,理论与实践往往是脱节的,有时甚至是冲突的。按照当前引起教育界广泛关注的“行动研究”理论,教师的研究跟专家、学者的研究可以是不同的。教师的研究主要是一种行动的研究,它并不一定要有多高的理论价值,只要解决了自己教学中存在的问题,研究就是有价值的。基于这样的事实,本“期思考”栏目提出“教师可以从事怎样的研究”这一话题,希望借此引起大家的思考。
In the dissertations of many front-line teachers we have received, we find that many teachers are pursuing “combining theory with practice” or trying to make their own practice as a theory. However, for various reasons, theory and practice are often disjointed, and sometimes Even conflict. According to the current “action research” theory which has drawn wide attention from the educational circles, the research of teachers can be different from that of experts and scholars. The research of teachers is mainly a kind of action research. It does not necessarily have much theoretical value. So long as it solves the problems in teaching, the research is valuable. Based on the fact that this “period thinking” column puts forward the topic of “what kind of research can a teacher do,” I hope this will arouse people’s thinking.