教师成为研究者:急需澄清的三个问题

Teachers to Become Researchers:Three Problems Need Urgently to Be Clarified

当前,学界对于"教师成为研究者"这一命题所涉及到的"怎样的教师成为研究者"、"教师成为怎样的研究者"以及"教师怎样成为研究者"等三个具体问题并无一致性结论。教育科研工作的性质以及教师队伍的特点决定了不是每个教师都能成为研究者,而教育工作本身也并不要求每个教师都应该成为研究者。教师的研究有其特定的属性,具备内在动机、时间精力和多元能力是教师从事科研工作的基础。同时,教师要成为研究者,自身需要学会借鉴和模仿,掌握科研成果发表的技巧,并培养自己健康的科研工作心境。

With the evolution of the times, the proposition of ＂teachers becoming researcher＂ is incrcasingly showing unusual significance. However, scholars haven＇t reached the consistent conclusions on the following three problems： What kind of teachers could become researchers？ What kind of researchers will the teachers become？ How can the teachers become researchers？ The nature of education and scientific research, and the characteristics of the teachers make that not every teacher could become the researcher. At the same time, the work of education doesn＇t require every teacher to be the researcher. The researches of teachers have their specific properties. The intrinsic motivation, time and energy, and multi-ability are the basis for the teachers conducting research work. Meanwhile, becoming researchers need teachers to be capable of learning and imitation, master the skills of publishing research achievements, and cultivate their healthy attitude of scientific research.