新课程实施以来,课题研究已成了教育界的共同话题。人人参与课题、人人有课题,通过课题研究带动教育科研已成了大家的共识。但是,教学一线的教师真正在做课题研究的却是寥寥无几,究其原因主要有以下几个方面。1.认为课题研究难。教师对课题研究的畏难情绪和模糊认识,不自觉地给课题研究罩上了神秘的面纱。的确,在课题的申请报批、开题、阶段性小结、深化提高、结题鉴定等程式化进程的各个环节中都要有理论支撑,要在专业化的理论层面上对课题及各个环节的操作进行阐释和描述,并形成书面材料,并且过程材料要丰富、翔实。这样的要求,对于占有资料少、缺乏理论学习、缺少调查研究、没有养成反思习惯的教师来说,无疑是高深和神秘莫测的。其实,教师过分地、无意识地强化了课题研究理论的高难度。说得朴素一点,课题研究的背景分析就是针对 Since the implementation of the new curriculum, research has become the common topic of education. Everyone involved in the subject, everyone has a subject, driven by research projects has become the consensus of education and research. However, the teaching front-line teachers are really doing research is very few, the reasons for the following major aspects. 1. think research is difficult. Teachers’ fear of difficulty and ambiguity in the research of the subject unconsciously cast a mysterious veil on the research of the subject. Indeed, there must be theoretical support in the various stages of the process of applying for approval, opening questions, summary of stages, deepening and improving, and finalization of judgments. It is necessary to have theoretical support for the subject and all aspects of the operation at a professional theoretical level Explain and describe, and form a written material, and process materials to be rich and informative. This kind of requirement is undoubtedly profound and mysterious to those teachers who have less information, lack of theoretical study, lack of investigation and study, and have not developed any habit of reflection. In fact, teachers overly and unconsciously strengthened the difficulty of the research on topic. To put it plainly, the background analysis of the research is for