An Empirical Study On The Efficiency Of Teaching And Research In Primary Schools

With the rapid development of China's economy and the continuous expansion of investment in education,under the realistic basis that the educational opportunities are basically guaranteed and the environment of education equity is gradually improved,people at this stage are more demanding of higher education quality.The author takes the teaching and research activities with the core of improving education as the starting point,takes the management paradigm standard of teaching and research activities as the core object,and takes “efficiency” as the result orientation.It studies and analyzes the current situation of primary and secondary school teaching and research activities and discusses current problems and Its countermeasures.The core conducts research and discusses current problems and countermeasures.In order to ensure the significance of the final practical application of this study,after the investigation,the general elementary school G elementary school in the provincial capital of H province was selected.Because it is in the high-tech zone where the modern city is developing rapidly,the students are mainly in the process of transformation of the high-tech zone.The family members,the children of the migrant workers in the region,and the children of the surrounding college teachers,the overall level of the teacher is the general development level of the H city.Based on the unbalanced educational situation in China,the G primary school in the middle reaches is selected to make the greatest possible solution to the corrections and corrections made by some schools in comparison with their own findings.The author separately studied the teaching and research groups of art subjects and mathematics subjects as well as teachers.Firstly,through the actual participation of 37 teaching hours in 25 teaching and research activities,the author made a qualitative interpretation through on-site observation and focused interviews.Then use the questionnaire to quantitatively analyze the problems of the effectiveness of teaching and research activities by SPSS19.0 data analysis software for the setting of specific problems,and put the attitude of teaching and research group and teachers on the questions in the questionnaire as “five-level scale”.Present,strictly perform statistics and verify the reliability and validity.Through qualitative and quantitative information acquisition methods and results,we strive to find out the factors affectingthe effectiveness of primary school teaching and research activities.research shows:(1)As far as G primary schools are concerned,the effectiveness of primary school teaching and research is not high,as shown in the following points:(1)Teaching and research activities are not high for some teachers,which leads to teachers' inability to effectively transfer experience and knowledge from teaching and research activities,so that teaching and research activities can not effectively support the improvement of education quality.,which in turn leads to poor performance of teaching and research.It can be reflected by the scores of the“feelings of teachers in different types of teaching and research activities” in questions 9-15 of the questionnaire.The lower scores in this dimension are “I think the most important teaching and research activities driven by regional school competitions” “Help” and “I think it is most helpful to carry out teaching and research activities driven by the organization of teaching and research departments.” In the scores with a score of 5,the scores are 3.00 and 3.02 respectively.(2)The lack of standards of conduct in teaching and research activities leads to confusion in teaching and research activities.There is not only the phenomenon that teachers of a certain discipline participate in teaching and research activities that are not related to the subject,but also shows that there are certain blind spots in the understanding of the theme,meaning and objectives of specific teaching and research activities,which leads to the loss of focus of teaching and research activities,thus only discussing the existence of representation.The problem can not be deeply explored the essential causes of the problem,resulting in low efficiency of teaching and research.The 15 th question “There are different standards for different types of teaching and research activities as a measure of its effectiveness criteria” and the 17 th question “Every teaching and research activities are examined by the teaching and research group after the end of the teaching and research activities” are reflected in the questionnaire.In the score of 5 points,the score is 2.90 points.(3)Teachers need to complete relevant teaching tasks,resulting in less energy investment in teaching and research activities.Some teachers have a certain subjective choice tendency for the participation of teaching and research activities.Some teachers even participate in the teaching and research activities,and their enthusiasm is not high in the process of teaching and research activities,and the attitude is relatively loose and negative.In addition to the teaching tasks,the members of theteaching and research group are faced with the resolution of daily affairs.The teaching and research activities can only guarantee the basic smooth operation,and it is impossible to conduct in-depth thinking and research.(2)The factors that result from the low efficiency of primary school teaching and research,specifically the following:(1)Teachers' personal enthusiasm is relatively lacking.First,there is no corresponding incentive system for teachers to participate in teaching and research activities.The quality of participation in teaching and research activities will not affect their careers.Second,in the current educational environment in our country,we still focus on student achievement.Although teachers generally recognize the importance of teaching and research activities,they do not pay enough attention to the academic performance of students,and do not clearly recognize the link between teaching and research activities and the quality of teaching.(2)The organizational structure of the members of the primary school teaching and research group is imperfect.Due to the lack of relevant knowledge and the professional guidance of relevant scholars,the discovery of problems and the improvement of existing problems often do not know where to start,which makes it impossible to distinguish the different types of teaching and research activities,and do not understand The standards and cores of different types of teaching and research activities have led to the fact that teaching and research activities are often limited to the working level and lead to the form,and have not been combined with the professional development of teachers themselves.(3)The country lacks documents and regulations regarding the establishment of norms for teaching and research in primary schools.The Ministry of Education issued the "Provisional Procedures for Primary Schools(Draft)" in 1952.Due to its age,its central content is more general.In 1957,the basic content of the "Regulations on the Work of the Secondary School Teaching and Research Group(Draft)" was set up as "the teaching research group of various disciplines in middle schools." It is organized by various science teachers to study and improve the teaching work." In the document,the scope of the teaching and research group is only set in the middle school,and only the macro guidance requirements are made,and there is no discussion on how to do it and how the standards are.Under the leadership of the Party Central Committee and the State Council in2001,the Ministry of Education issued the "Basic Education Curriculum ReformProgram(Trial)",in which the third part of the curriculum standards,the fifth part of the textbook development and management,the sixth part of the curriculum evaluation,the eighth Some of the teachers' training and training have not clearly stated the standards and requirements for teaching and research activities.As a result,the down-to-earth units are not aware of the teaching and research activities,and it is difficult to formulate relevant standards for teaching and research activities spontaneously.(3)Improvement measuresThrough the above analysis,the improvement of the effectiveness of primary school teaching and research is mainly improved by the following three levels:1.Strengthen the improvement and implementation of relevant policies by the stateFirst,establish the awareness of the teaching and research activities of the primary school teaching and research group,and give full play to the resource assistance of the education departments at the provincial and district levels for primary and secondary education and research,so as to optimize and improve the primary school teaching and research activities.Second,strengthen the implementation of the teacher appointment system,enhance the teacher's sense of competition,and improve the enthusiasm of teachers.2.Improve the organizational structure and teaching and research activities of the members of the primary school teaching and research groupFirst,through the deployment of relevant professionals and talent transfer methods,experts and scholars will be introduced into the primary school teaching and research group members to optimize the control of relevant quality standards such as teaching and research activities,and form an effective overall planning organization.Second,the quality of the participation in teaching and research activities is included as an evaluation criterion in the incentive system for teachers,and the enthusiasm of teachers is improved.Third,strengthen the intensity of inter-school teaching and research,expand the scope of teachers' participation,and strive to make teachers have the opportunity to become "teachers and researchers",not only to enhance teachers' sense of professional achievement,but also to strengthen their enthusiasm and ease the degree of occupational burnout.Can passively enhance its deep learning of teaching research theory.3.Optimize the teaching environment of primary school teachers and strengthen teachers' awarenessFirst,reduce the teacher's teaching burden,optimize the teacher-student ratio in primary schools,and enable teachers to put a certain amount of energy into the teaching and research activities,and provide the most basic guarantee for the smooth operation of teaching and research activities.Second,deepen the theory of teachers' professional development stage and clarify the importance of teaching and research activities.Make teachers clear the development needs of the current stage,and further attach importance to the significance of teaching and research activities.