Inquiry-Analysis On Suchomlinski's Theory And Practice Of Educational Research

Teachers of primary and middle schools are requested to become researchers from pure knowledge initiators and are stimulated to research education while teaching at new curriculum reform of Compulsory education. Educational experts are exploring the methods which are fit for teachers. However, early in the 60's of 20 centuries, Suchomlinski, an outstanding educator of former U.S.S.R, had succeeded in leading teachers to research educational phenomena in the Bovleksh middle school. Nowadays, to summarize Suchomlinski's theories and practice on Educational research can offer theoretical and practical reference for the teachers of primary and middle schools.In the aspect of theory, Suchomlinski had formed systemic thought on educational research .He considered that teachers' work must have some researchful factors according to the logic of education itself, the basis of philosophy and the quality of creation. Therefore, the teachers of primary and middle schools should do research. Educational research aims to resolve practical problems of school. Furthermore, research can turn theory into vivid ideas and emotion of teachers. So the research would change the teachers' attitude of labor.In the aspect of practice, not only had Suchomlinski established organization of research, but had built a set of effective systems as well. This set of systems had included the system of meeting to communicate researchful information with other teachers, the system of listening and analyzing lessons, the system of headmaster instructing teachers. During his research, he had formed four phases: find educational problems, observe and analyze correlative facts to find the essential of problems, practise creatively and draw conclusions, use and evaluate the results of research. He had accumulated many classical cases during perennial research. Moreover, he had actively created research conditions for tearchers. Suchomlinski was originally a teacher of mother tongue in the village primary school, so analyzing his individual factors would offer teachers some meaning experience. Four individual factors of humanitarianism, thinking, reading and working hard had facilitated his growth. Four important figures and a momentous event are the primary reasons that had formed his individual factors.