摘要
中小学教师的课题研究是以解决问题为导向、以改造实践为根本、以知识贡献为旨归的科学探究型教研活动。研究问题处于课题研究的优先地位,它不仅是课题研究的始源基础,而且是课题研究的指导线索。本文基于笔者评审的417份中小学教师撰写的省教科规划申报书,分析了表达研究问题时流于形式、空洞无物和无的放矢等误区。从向什么发问、凭什么发问、为什么发问三方面探讨了研究问题的基本构成:明确的发问对象、准确的范畴概念和探寻的知识贡献。由此提出,审视不适、领会意义、实现超越是研究问题的表达之路。
The project research of primary and secondary school teachers is a scientific inquiry teaching and research activity which is guided by solving problems, based on reforming practice and aimed at knowledge contribution. The research problem is in the priority position of the subject research, it is not only the source foundation of the subject research, but also the guiding clue of the subject research. Based on 417 primary and secondary school teachers’ project applications of provincial education planning reviewed by the author, this paper analyzes the misunderstandings in expressing research problems such as formality, emptiness,and aimlessness. This paper discusses the basic structure of research questions from three aspects: what to ask, by what, and why to ask, namely, clear question object, accurate category concept and knowledge contribution of exploration. Therefore, to examine discomfort, comprehend significance and realize transcendence is the way to express research problems.
作者
余闻婧
Yu Wenjing(Institute of Education,Jiangxi Normal University,Nanchang 330022)
出处
《教育发展研究》
CSSCI
北大核心
2021年第4期17-24,共8页
Research in Educational Development
基金
江西省社科规划项目“社会文化理论视域下的中小学教师话语能力提升研究”(18JY07)的部分成果。
关键词
研究问题
表达误区
发问对象
范畴概念
知识贡献
research problem
expression misunderstanding
question object
category concept
knowledge contribution
