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随着教育改革的不断深入,课题研究已正式“登堂入室”;已列入学校工作的议事日程;已成为督导评估的重要内容;其研究成果也已成为教师评先选优、职称评定的“敲门砖”和加分项。值此,课题研究工作给学校和教师增添了耀眼的光环和靓点,但与此同时也给课题研究涂上了一层浓浓的功利色彩。通过几年的观察及调研,发现课题研究工作存在着一种通病,那就是“假”症,假的荒诞无稽、假的令人嗤之以鼻。其具体表现为:假课题、假论证、假材料、假研究、假成果。
With the continuous deepening of education reform, the research of the subject has officially entered the agenda of school work and has become an important content of supervision and evaluation. The research results have also become the first choice of teachers and the evaluation of professional titles “Knock on the door ” and plus points. In the meantime, the project research work has added dazzling aura and highlights to schools and teachers, but at the same time, it has given the research a thick layer of utilitarian color. Through several years of observation and research, we found that there is a common problem in the research work, which is “fake” disease, fake absurd, fake scoffing. Its concrete manifestation is: Fake subject, false argument, fake material, fake research, false result.