目前在教育改革形式下,中小学教师虽然参与教育科研的热情高、人数多,但其中很多教师没有研究的基础,没有研究的经验,无法自己申请到规划课题,只能参与到高等院校各科研机构的课题中,而这些课题研究虽然具有宏观性、前瞻性、理论性,但远离课堂教学实践,不能很好地解决中小学教师在课堂中所遇到的困惑,也不适合中小学教师自身具有丰富的实践经验的优势,所做的课题研究不能实现自我研究、自我反思、自我实践和解决自身的实际问题,因此,不能从中获取教育教学规律,提高和完善自身素质,实现专业水平不断提 At present, under the form of educational reform, teachers in primary and secondary schools have high enthusiasm and large numbers in participating in education and scientific research. However, many of these teachers do not have the basis for research, have no research experience, and cannot apply for planning topics on their own, but can only participate in various universities and colleges. Among the topics of scientific research institutions, although these research topics are macroscopic, forward-looking, and theoretical, they are far from the classroom teaching practice and cannot solve the perplexities encountered by primary and secondary school teachers in the classroom, nor are they suitable for primary and secondary school teachers. With its own rich practical experience, the research done by the subject cannot achieve self-research, self-reflection, self-practice, and self-solving practical problems. Therefore, it is impossible to obtain the laws of education and teaching, improve and perfect one’s own quality, and achieve a constant level of professionalism. mention