教师参与校本教育科研的因素分析

Factors Affecting Teachers' Participation in School-based Education Research

本研究对中小学教师参与校本教育科研的现状进行了调查和因素分析,并提出了若干建设性意见。研究结果显示:有相当数量的学校领导对校本教育科研不够重视,没有建立校本教育科研管理制度;教师对校本教育科研的认识参差不一,许多教师存有错误认识或认识模糊;影响教师参与校本教育科研的主要因素依次是:没有时间精力、缺乏研究经费、缺乏研究资料、缺乏研究方法知识以及思想不重视;教师参与课题研究撰写论文及发表论文在性别、学历、任教学科和学校类型等方面无显著性差异,而在年龄、教龄和职称等方面有显著性差异;教师从事教育科研与学校领导态度、学校教育科研制度以及教师的教育科研知识技能有显著性相关,而与教师对待教育科研的态度无关,我国的校本教育科研目前是一种"制度推动型校本科研"。

The present study investigates the status quo of primary and secondary school teachers participating in school-based education research.The research suggests that：（1） quite a few school leaders have failed to give enough attention to school-based education research,which lead to the absence of a research and management system;（2） teachers vary in their understanding of a school-based education research so that misconceptions and ambiguity arise;（3） factors preventing teachers to participate in school-based research are： lack of time and energy,lack of research funding,lack of research data,ignorance of research methods as well as indifference;（4） teachers participating in research projects or writing papers are not significantly different from those who do not in gender,education background,specialization and types of schools they work for;（5） teachers＇ involvement in education research is significantly related to the attitude of the leadership,school education research system as well as their research knowledge and skills.It has nothing to do with teachers＇ attitudes towards education research.The paper concludes that China＇s school-based education research system is still ＂policy-driven ＂.