Status Investigation And Strategy Research Of Chinese Teachers' Educational Research Literacy In Primary And Secondary Schools

With the deep development of the basic education reform,there are higher and higher requirements for the professional development of teachers.Teachers are not only the traditional knowledge imparters,but also the educational and teaching researchers.In this context,teachers' educational research literacy is increasingly valued.However,the current research on educational research literacy is too extensive,and there is a lack of systematic theoretical and practical research on Chinese teachers.Accordingly,this paper investigates the status of Chinese teachers' educational research literacy in primary and secondary schools,discusses its causes,and puts forward the feasible strategies with disciplinary characteristics in the form of questionnaire and interview.The thesis is mainly composed of 3 parts:introduction,text and conclusion.The introduction part elaborates the research background and significance,sorts out relevant researches at home and abroad,and analyzes the connotation and structure of Chinese teachers' educational research literacy on this basis.The body part includes four chapters.The first chapter introduces the theoretical basis,ideas and methods of the research,the dimension division,quality description and data recovery and processing of the questionnaire.The second chapter analyzes the status of Chinese teachers' educational research literacy in primary and secondary schools.Most teachers have basic research abilities,but few put them into practice.Teachers' attitude and spirit of scientific research are generally good,but their consciousness of scientific research is not strong.In addition,teachers' graduation institutions,academic qualifications,professional titles and school districts have a significant impact on educational research literacy,while teaching years and school years have a certain impact on it,but gender has no impact.In the third chapter,the causes are traced from the subjective and objective aspects based on the status research by combining questionnaire and interview results.The fourth chapter is the specific promotion strategies.Internally speaking,Chinese teacher themselves should improve their knowledge reserve to build a systematic theoretical system,enhance their scientific research abilities to carry out scientific research practice accurately and efficiently,accumulate practical experience to improve the educational research literacy constantly in Chinese teaching.Externally speaking,the school and relevant departments should establish scientific research groups to create a good research atmosphere,perfect incentive mechanism and training mode,increase support for scientific research.Finally,the conclusion part summarizes the writing of this paper.