教师面对的主要工作是教学,因此他们把大量时间花在备课、上课、批改、辅导等这些环节上,没有时间再去作深入仔细的理论研究,而且教师也没有经过系统的教学研究的学习,研究这件事情基本上是要求教师用业余时间去做的。但是,教师为了适应各种评比、评审,又往往必须写论文来显示学术水平。所以研究又是教师逼不得已要做的一件事情。因此,教学研究之余,如何撰写论文已经成为了教师的软肋和心病。为帮助教师克服研究瓶颈,若走寻常路,那就是对全体教师进行教科研培训,通常的做法是从填写课题研究申报表开始,从确定课题名称开始,从论文书写格式的规范开始,然后很规范地实施研究,比如案例研究、叙事研究和行动研究。这样一来往往会产生两个问题,一是只能有一小部分教师善于研究,二是大量精 Teachers are mainly engaged in teaching, so they spend a lot of time on such aspects as preparing lesson, class, criticizing and counseling. They do not have time to go deep and careful theoretical research, and teachers have not studied systematically. To study this matter basically requires teachers to use their spare time to do. However, in order to adapt to various appraisals and assessments, teachers often have to write essays to show academic standards. So research is another thing teachers have to do. Therefore, apart from teaching and research, how to write dissertations has become a teacher’s weakness and heart disease. To help teachers to overcome the bottleneck of research, if we follow the usual path, we should start teaching research and training for all teachers. The usual practice is to start with filling out the research report, starting with the definition of the title, starting with the specification of the paper writing format, and then Standardize the implementation of research, such as case studies, narrative research and action research. As a result, two problems often arise. One is that only a small number of teachers are good at researching and the other is that a large amount of fine