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新一轮基础教育课程改革实施以来,校本教研作为一种融学习、工作和教研于一体的培训形式,被越来越多的学校和教师所接纳。所谓校本教研,就是为了改进学校的教育教学,提高学校的教育教学质量和教师的专业水平,学校依托自身的资源优势而开展的解决教育教学中遇到的真实问题的教育教学研究活动。校本教研的理论基点是,学校是真正发生教育的地方,教学研究只有基于学校真实的教学问题才有直接的意义。“为了学校、基于学校、在学校中”是校本教研的主导思想。然而,目前不少地方的中小学校本教研存在着选题过大、研究主体错位、研究水平不尽如人意等诸多问题,从而使校本教研难以发挥其应有的实效。出现这些问题,与人们对校本教研的认识失之偏颇、目标追求舍本逐末、不当的行政干预、教师对校本教研的敷衍心理、教师科研素质的匮乏等因素密切相关,需要引起我们足够的重视。
Since the implementation of the new round of basic education curriculum reform, school-based teaching and research has been accepted by more and more schools and teachers as a training form integrating learning, work and teaching and research. The so-called school-based teaching and research, is to improve the school’s education and teaching, improve the quality of education and teaching of the school and the professional level of teachers, schools rely on their own resources to carry out education and teaching to solve the real problems encountered in teaching and research activities. The theoretical basis of school-based teaching and research is that schools are places where education really takes place. Teaching and research can only have direct meaning based on the real teaching problems in schools. “For school, based on school, in school ” is the dominant ideology of school-based teaching and research. However, at present, there are many problems in primary and secondary school-based teaching and research in the primary and secondary schools, such as the over-selection of subjects, the dislocation of the main body of study, the unsatisfactory level of research and so on, which make it difficult for school-based teaching and research to exert its due actuality. The emergence of these problems is closely related to people’s misunderstanding of school-based teaching and research, the goal of pursuing one’s own ways and farms, improper administrative intervention, teachers ’perfunctory attitude toward school-based teaching and research, and the lack of teachers’ scientific research qualifications.