The Historical Context and Multiple Perspectives of Research on Chinese Teaching-research Officers

doi:10.16382/j.cnki.1000-5560.2021.05.008

Abstract

Abstract:

Chinese teaching-research officers are regional teaching quality assurance staff, making contribution to the implementation of basic education curriculum, teaching improvement and teacher development. With more and more prominent status and functions of teaching-research officers, research on them tends to develop prosperously. The research on teaching-research officer’s role, teaching-research work and activity, as well as their capacity and development has gone through an interlaced process of conceptual discussion and historical analysis, institutional concern and empirical research, and international comparison and local argumentation. Among the extant research, the research on teaching-research officer’s role started earlier whereas the paradigm transformation becomes the new research hotspot. The multi-line research raises three important research questions: the origin of Chinese teaching research system, the role and status of Chinese teaching-research officers, and the core functions and key competence of Chinese teaching-research officers. In the future, the research of teaching-research officers should promote the transformation of their functions through the study of system and mechanism, analyze the transformation of paradigm on the basis of teaching research, and establish the professional standards of teaching-research officers from the perspective of international comparison.

Key words: teaching-research officer, historical development, multiple perspectives, research trend

Wei Shen, Tianci Sun. The Historical Context and Multiple Perspectives of Research on Chinese Teaching-research Officers[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(5): 116-129.

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