Form Cognition To Method-Research Of Primary School Teachers’ Teaching Research

With the development of teaching professionalization，teachers have gradually becomeresearchers in their own pedagogical practice. Teachers’ teaching research level is one of themost important bases of evaluating teacher’s professional development in modern age. In thestudy of teachers, the mastery and use of teachers’ research method is a relatively weaklink,while the study cognitive differences of teachers directly affect the implementation of thespecific research behaviour. Therefore, this paper studies the cognition and method of theprimary school teachers as the breakthrough point to discussion and investigation,in order tofigure out the difference and insufficiency of the primary school teachers’ implicit researchideas.As a result,let increasingly ordinary teachers adopt appropriate methods to do their ownresearch to reflect themselves and improve their own education behavior.Investigation of this study was mainly divided into two parts.Firstly,we preparedquestionnaire about primaty school teachers’ research situation to investigate cognitivedifferences between the study of primaty school teachers.What’s more, the present situtationof the problem and the method mastery of primaty school teachers also could be showed.Secondly, the articles published in the journal of primary school were analyzed by the methodof content analysis.The purpose was to describe the current applied situtation of primaryschool teachers’ research methods and show the application profiles of various methods.Theresearch results showed that:The research questionnaire has a higher reliability and validity about the current status ofteachers’ research.The cognitive dimensions of teachers’ research includes of recognition ofvalue,motivation of research, knowledge and methods of research,judement of research ideas,and research evaluation.Research on the impact of primary school teachers’ personalbackgrounds, respectively, from the gender, age, education, whether teachers college graduate,titles and subjects has been analyzed the difference.In the aspects of consciousness ofquestion and methods,most primary school teachers are more interested in relevantproblems.The primary school teachers’ performance is poorer in identifying the researchquestion,research on the division of research subject keywords and the use of method,it alsoreflects the lack of such knowledge of elementary school teachers.The analysis of the contents about the primary school teachers’ articles published in thejournal showed that primary school teachers’ research topics were more related to teaching.Inthe study of various branches teaching,the researches were most on Chinese and mathematics.Qualitative analysis were mainly used in articles.What’s more, the summary of experience inteaching was an important characteristic of primary school teachers’ research.In addition,observation method and experience summary method respectively were most commonly used to collect data and analysis data by primary school teachers.Combined with the survey results, the countermeasures and suggestions of improving thestatus of primary school teacher has been put forward. Improveing research recognition isbased on the cognition.Excavating the reasearch depth uses reserch merhods as the means.Work together to make sure the durability of research.