区域推进农村中学校本教研的策略研究

区域推进农村中学校本教研的策略研究AStrategicStudyonRegionalPromotionofSchool-basedResearchinRuralMiddleSchools论文摘要2001年6月，《基础教育课程改革纲要（试行）》出台，新世纪的课程改革正式启动。校本教研的提出是国家推进课改实验的一个重要策略，也是针对实践需要变革教研制度的一种必然选择。尽管国内有不少对校本教研的研究，但真正可操作的模式不多，特别是从管理的角度指导农村中学开展校本教研的研究更少。本研究的目的在于揭示当前农村中学开展校本教研所面临的问题及成因，并从管理的角度提出解决问题的对策，为县（区）教育行政部门、教育科研管理部门及农村基层中学领导解决相关问题提供参考。本研究采用了文献研究法、观察、问卷调查、访谈调查法和经验总结法。杭州市余杭区是国家级课改实验区，余杭区内以农村中学为主。笔者对该区一些农村中学开展校本教研的情况做了调查研究，对该区管理层面开展区域校本教研的做法做了总结。本研究发现，农村中学教师开展校本教研存在着许多障碍：首先是观念上的障碍——不少教师觉得不必做研究（这并不排斥许多学校在搞浅层次的和以应试为目的的教研）；其次是能力上的障碍——不少农村中学的教师不会做研究；再次是教师校本教研面临其它一些具体的障碍，如时间问题、与专家的空间距离问题（地域原因造成）等。针对以上问题，本研究提出以下对策建议——从三个角度来推进农村中学的校本教研：一、区域教育行政部门如何让教师想要主动搞校本教研，而不是“赶鸭子上架”；二是教科研部门让教师学会搞校本教研，而不是传统教研中的包办或“授之以鱼”式的指导；三是学校如何为教师开展校本教研创造条件。关于区域教育行政部门如何引燃校本教研之火，除了常规的管理之外，本文特别提出了改革教育评价制度和真正实施减负政策以增强教师校本教研内驱力的思路。关于教科研管理部门如何提升教师校本教研能力，本课题汲取了顾泠沅教授课题组的行动教育模式的研究成果，分析了行动研究对于校本教研之适宜性，强调在农村中学一线教师中普及行动研究。至于学校层面，要做的是在学校教师中营造研究的文化，组建充分利用现代信息技术的网络教研平台——做到教师自主自由不定时参与，专家实现不见面可以理论指导，学校能实现突破时空的组织活动，能做到资源的共享与无限重复利用等。教师想要搞研究，会搞教研，有条件搞研究，校本教研必定能开展起来，并推动课改的深入发展。关键词：农村、校本教研、行动研究、信息化AbstractThecurriculumreforminthenewcenturywasstartedformallyinJune,2001,asOutlineofBasicEducationcurriculumreform(trialedition)wasissued.Introductionofschool-basedresearchisanimportantpolicytoadvancethenewcurriculumreform,anditisalsoaninevitablechoiceofreformingtheoldteachingandresearchsystemtomeetthedemandofpractice.Therearemanystudiesofschool-basedresearchinourcountrynow,butadministrantpatternswhichcanbeputinpractice,especiallyinruralmiddleschools,islacking.Theaimofthisstudyistorevealproblemsofschool-basedresearchinruralmiddleschoolsnow,andanalysethereasons,tableaproposalwhichwillbeahelptolocaleducationaladministrativedepartments,localteachingandresearchmanagersandschoolleaders.Thethesis,basedonacombinationofrelevantliteratureandasurveyofthepresentsituationofschool-basedresearchinruralmiddleschools,mainlyinYuhangwherethecurriculumreformisstartedearlier.ThethesisalsosummarizesexperiencesinYuhangwiththehelpofthelocalteachingandresearchmanagers.Ithasbeenfoundinthisresearchthatsomeobstaclesareremainedwhenteachersputschool-basedresearchinpracticeinruralmiddleschools.Firstly,there’sanideaisticobstaclethatteachersdon’tdeemresearchtheirduty.Secondly,it’sanobstacleincapabilitiestodoresearchforlotsofteachers.Thirdly,thereareotherobstacleswhicharisewhenteachersdoresearch.Forinstance,teachersinmiddleschoolshavenotmuchtimetodoresearchandtheycannotrapoffexpedientlywithexpertsbecauseofthedistancebetweenthem.Accordingtotheabovesituation,theauthorpointsoutstrategiestopromoteschool-basedresearchinruralmiddleschoolsfromthreeaspects.Firstly,theauthorstudieshowthelocaleducationaladministrativedepartmentsmaketeachersdoresearchontheirowninitiative,notconstrainedly.Secondly,thequestionfordiscussionishowthelocalteachingandresearchmanagersmaketeachersgainamasteryofthemethodofdoingresearch.Thirdly,theresearchexploreshowschoolscreategoodconditionsofdoingschool-basedresearches.Thispaperdiscussesstrengtheningteachers’sdrivebyreformingeducationalevaluationmeasureandcarrythroughthepolicyoflighteningstudents’burdensinschoolwork.Localeducationaladministrativedepartmentscandosomethinginthisaspect.Concerningimprovingteachers’school-basedresearch,theauthorusethemodeofActionResearchinEducationexcogitatedbyProfessorGuLingyuan’steamforreference,butinsistthatthemethodofdoingactionresearchshouldbetaughttomanyruralteachers.Inthethirdaspect,schoolscanconstructtheatmosphereofresearching,andtheycanalsobuildwebsusedforteachingandresearch,whichmaketeachersdiscussproblemsatanymomentandteacherscangainexperts’guidanceatlongbowls.Organizingtheactivitiesforschoolswillnotberestrictedbytimeanddistance.Teachingresourcescanbesharedbyteacherstimeaftertimetoo,ifthewebisbuilt.Ruralschool-basedresearchwillbebloomingwhenteacherswanttodoandcandoit,andtheyhaveagoodconditionofdoingit.Keywords:RuralSchool-basedResearchActionResearchInformationization目录绪论..................................................................................................................................6一、研究的背景与意义...........................................................................................6二、基本概念界定...................................................................................................8三、研究目的.........................................................................................................10四、研究内容与范围.............................................................................................10五、研究方法.........................................................................................................10第一章国内外研究综述..............................................................................................12一、国外的研究情况.............................................................................................12二、我国国内教研的研究状况.............................................................................13三、国内校本教研模式综述.................................................................................16四、对“三个阶段，两次反思”行动教育模式的研究....................