目前,中小学教师的科研热情似乎很高,但大部分因为外在的动力,如职称晋升、学术荣誉等,不是为了真正地解决教育教学中出现的问题,也不是出自自身内在的需要。虽然,教师最初的教育科研动机是因为职称晋升、学术荣誉而产生,但研究的过程能激发教师的问题意识,调动其内在需要。强烈的问题意识是教师充分发挥主观能动性的表现,是科学研究的内在动力和源泉。问题即课题,我们可以把科研过程 At present, primary and secondary school teachers seem to have high enthusiasm for scientific research, but most of them are not motivated by external motivations, such as professional promotion, academic honor, etc., to solve problems that arise in education and teaching, or from their own internal needs. Although teachers ’initial motivation for education and scientific research is motivated by professional promotion and academic honor, the research process can stimulate teachers’ problem awareness and mobilize their inherent needs. A strong sense of problem is the teacher’s full display of subjective initiative, which is the inner motivation and source of scientific research. The problem is the subject, we can put the research process