新课程背景下,“教师是研究者”的理念已经成为普遍的共识。但教师如何成为研究者,却仍是一个令笔者困惑的问题。困惑有二:其一,不论过去或现在,就制度层面而言,我们仍然没有建立起一个开放的、平等的、有效的科研平台,以使中小学教师获取其应该有的科研的权力。 In the context of the new curriculum, the concept that “teachers are researchers” has become a common consensus. But how teachers become researchers is still a question that confuses the author. There are two puzzles: First, regardless of the past or present, on the institutional level, we still have not established an open, equal, and effective scientific research platform so that primary and secondary school teachers can obtain the research power they should have.