【作者】 王江；

【导师】 张诗亚；

【作者基本信息】 西南师范大学 ， 课程与教学论， 2002， 硕士

【摘要】 近年，“科研兴校”成为许多中学的发展方略。越来越多的中学教师意识到教育科研的重要性，逐渐参与到各种形式的教育科研活动中去，中学教育科研活动呈现出繁荣的景象，但令人尴尬的是，中学教育科研水平的低下已成为业界人士的共识。繁荣与落后并存的局面使诸多教育者开始反思中学教育科研存在的问题。 前人研究主要集中于中学教师素质、能力、研究方法、科研管理、科研体制诸方面，将中学教师与教育科研作为两个独立的因素进行研究。本文以前人研究为基石，将这二者联系起来，借鉴心理学、价值学、评价学、教育学的相关理论，选取重庆城区五所中学教师作为调查对象，综合运用问卷法、访谈法、文献法，力图在“科研兴校”的大背景下，揭示出中学教师与中学教育科研之间的价值关系，进而分析教师在教育科研活动中的价值取向及其形成原因，并期冀能借此为中学教育科研今后的改革提供一个新的思路。 研究发现，在重庆市城区中学教师中，一方面随着教师职称等级的不同，体现在教育科研活动中的价值取向也有所差异，职称需要对处于中级职称的教师来说尤其重要，而在其他职称的教师中，价值取向呈现出多样性；另一方面，众多教师强调专家评价对教育科研成果的重要，而鲜有教师对自己的科研成果能否应用于实践表示出十分在乎的姿态。本文认为，影响中学教师在教育科研活动中价值取向的是一个复杂的动力系统。在这个系统中，评价制度作为外在系统的重要组成部分，扮演着价值导向的角色，对中学教师在教育科研活动中的价值取向有着不可忽视的影响。在此前提下，笔者以为我国中学的职称评定制度以及该制度在具体操作过程中同教育科研成果不恰当的结合正是导致第一方面的重要原因。而对第二方面造成影响的则是教育科研成果的评价机构以及评审专家在评价方式上过于注重短期时效性。 本文的后续研究将集中在与中学教师教育科研活动相关的制度分析及改革方面，力图在理论上为中学教师教育科研构建一个合理的制度框架，促使教师的价值取向与中学教育科研活动的关系实现良性发展。更多还原

【Abstract】 In recent years, many high schools have begun to attach importance to "invigoration the school through scientific research", even regarded it as their stratagem of development. More and more teachers have participated in educational research activities. Great deals of products have been produced. But experts already advert to their low qualities. Many educational researchers have begun to reflect on the problems in educational research activities in high schools.The current research regard teachers and educational activities as two independent factors, focusing on such problems as teachers’ abilities of research, methods of research, administration of research, system of research, etc. Based on predecessors’ research, this article connects teachers to educational research activities. We used some theories about axiology, psychology, and pedagogy for reference, combing with questionnaire survey, interviewing survey, and documentary survey, to investigate five high schools in ChongQing city zone. We hope this research could help to the reform of high schools" educational research. It is found that, on one side, teachers’ value orientations are different accordingto their titles of a technical post. Among them, most of the "grade one" teachers consider that the most important aim is to gain corresponding title of a technical post, but diversity is the character among the others. On the other side, most of the teachers emphasize the importance of experts’ evaluation, but few people care about whether they can put their products to practice or not. We consider what affect teachers’ value orientation is a complex system, in which evaluation system play an important role. Their value orientation is a result of evaluation system to the title of a technical post and evaluation system to products of educational scientific research.We are going to put the emphasis on the system and its reform relation to educational research in high school in the future, striving to construct a rational system frame theoretically.更多还原