论文部分内容阅读
教育行政部门在教师职称评聘、荣誉获得等方面提出了较高的要求,专家学者也认为教科研是教师通向专业发展的良径,学校更是积极地在制度上激励教师从事教科研。但美好的愿望与现实之间往往存在差距。许多教师开展教育科研有心无力或有力无心,教师反映开展教育科研的最大障碍是没时间、没能力,但也有教师有时间、有精力却不愿意做。实际上,学者较多从教科研意识、目的、知识等教师主观层面及学校管理方面剖析,忽略了教师作为一个真实的“人”而存在。
The education administrative department puts forward higher requirements on the evaluation and appointment of teachers’ titles and honors. Experts and scholars also believe that teaching and research are the path leading teachers to professional development, and schools are actively motivating teachers to engage in teaching and research. However, there is often a gap between good wishes and reality. Many teachers do not have the ability or strength to carry out education and scientific research. Teachers report that there is no time or capacity for education and scientific research. However, teachers have time and energy but are unwilling to do it. In fact, many scholars analyze the subjective level of teachers and the management of schools in terms of teaching awareness, purpose, knowledge, etc., ignoring the existence of teachers as a real “person”.