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“科研兴校”、“科研育师”是当前许多学校提高办学质量、提升学校品位、打造学校品牌的重要方略,但在具体实施过程中并没有达到预期效果。究其原因,关键在科研的定位上出现了偏差。 目前,中小学教育科研形式上热热闹闹,但在解决实际问题时却收效甚微。为什么会出现这么大的反差?一方面,从事实际工作的中小学教师缺乏系统的理论学习和研究;另一方面,中小学教育科研工作大多是由大学教授、科研院所的专家在研究窒里进行的,从理论出发到理论推断,全套的理论模拟。这样的研究写写文章、
“Scientific research ”,“scientific education” is currently an important strategy for many schools to improve the quality of education, improve the quality of school, and build the school brand, but in the specific implementation process does not achieve the desired results. The reason lies in the fact that the orientation of scientific research is biased. At present, the form of education and scientific research in primary and secondary schools is very lively, but it has little effect in solving practical problems. Why is there such a big contrast? On the one hand, primary and secondary school teachers who are engaged in practical work lack systematic theoretical studies and research; on the other hand, primary and secondary school education and scientific research work are mostly conducted by experts from university professors and research institutes. Conducted, from theoretical to theoretical inference, a full set of theoretical simulations. This research writes articles,