An Analysis Of The Dilemma Of School-based Teaching And Research Reform In Primary School

SBTR(School-based teaching and research) is the only way to teachers professional development. The teachers can obtain a qualitative leap in their teaching and learning activities, regardless of their basic teaching skills or teaching and research ability. At the same time, school-based teaching and research is an effective way for school development. The school can carry out "school-based" research from the key problems in internal management and teaching, which can improve the management level and teaching quality of the school. With the vertical development of basic education reform,SBTR is facing the trend of change. But the author found that the current SBTR reform is in a bottleneck period, so we do this study to explore the dilemmas of school-based teaching reform.At first, this study systematically combs the research status of SBTR at home and abroad, and defines the core concepts of teaching and research, SBTR, and SBTR reform.Secondly, it introduces the theory of culture and historical activities, expounds its historical evolution and basic principles, and demonstrates the three major significance of activity theory when applies to the SBTR: breakthroughs of main points' analysis, change of analysis means and transcendence of the analysis perspective.This study uses case studies. Three kinds of schools (L primary school, Z primary school, W NO.5 primary school) and four kinds of SBTR activities((Regular SBTR activities, SBTR activities in the region, SBTR activities conducted by subject experts,SBTR activities guided by university experts) are selected as the research object, by using the sampling method of purpose sampling, theoretical sampling and convenience sampling. And interviews, video analysis and other physical analysis are used as three research tools to collect data. Generic analysis is used to summarize.The results show that the theory of activity can effectively reveal the dilemma of SBTR reform, which are:(1) the loss of teacher 's subject status. Most of the teachers are at the edge of the SBTR activities, and they become the training partners of very few teachers' growth, but did not get their own professional development; (2) SBTR contents'direction is misplaced. Some of the schools use the contents to cope with the superior departments inspection and ignore the actual needs of the school, and some only focus on improving the teaching skills and other near-term interests and ignore the overall development of the teachers; (3) the effect of SBTR tools is poor. The problem mainly exists in three aspects. Firstly, The choice of the tool does not correspond to the problems of teachers' research. Secondly, the operation procedure is cumbersome and not instructive. Finally, the unmodified tools are applied directly to the practice but actually they are not suitable .In addition, the study generalizes four reasons which most likely lead to the above three dilemmas, according to the extent to which other elements affect the core elements in the activity framework. They are: experts guiding is extreme, the evaluation criteria is too single, the implementation of the feedback mechanism is not in place and the interference outside the system is too strong.According to the dilemmas of SBTR reform and the reasons that may lead to their occurrence, this study proposes four suggestions: (1) to build a teacher-centered teaching and research community, on the one hand to encourage all teachers to participate in, on the other hand to create a safe and harmonious school-based teaching atmosphere; (2) to establish real and specific SBTR contents through the practice of thinking, dialogue and literature; (3) to develop practical SBTR tools after comprehensive consideration of the evaluation objects and evaluation purposes, with a simple and intuitive way to show.