本研究采用问卷调查方法，结合访谈、文献研究等，以北京市4所学校的323名中小学教师为研究对象，考察了北京市中小学教师从事教育研究活动的现状。研究发现：1、中小学教师研究意识状况良好，参与研究的情况不容乐观 研究发现，中小学教师的研究意识状况良好，大部分教师已经认识到了教育研究对于教育教学实践发展和自身专业发展的重要作用，具有良好的教育研究观念、正确的教育研究目的和端正的教育研究态度。 但是，由于自身能力以及教学任务繁重等各种内外部原因的影响，教师实际参与教育研究活动的情况并不是非常理想。教师参与的大多是校级和区级的研究活动，对研究能力要求较高的市级和国家级课题以及自我研究课题等的参与人数相对较少，说明教师在研究能力和研究自信心等方面还需要进一步提高。2、课堂教学有效性和学生问题是教师最关心的问题 研究发现，课堂教学有效性和学生问题是教师最为关注的研究问题。教师最为关注的是如何提高课堂效率，以及提高课堂教学的效果。在学生方面，中小学教师最为关注的是学生的学习思维习惯培养，此外，如何提高学生的学习积极性和主动性、学生评价（如发展性评价研究等）、特殊学生的教育（主要是指学困生等的转化问题）、学生的作业（如提高学生家庭作业的有效性、作业即作品等研究）、学生的身心健康（如学生视力保护、学生的心理健康等研究）等也是教师非常关心的问题。3、教师的教育研究能力有待提高 教师在教育研究能力方面参差不齐，相比较而言，教师在把握研究选题和搜集和整理研究资料，能够很好地结合自身的实践和特点开展，表现出较高的能力水平。 但是，在研究问题转化方面，即将教育教学困惑转化为研究问题方面，37.5%的被调查教师报告“我很难将教育困惑转化为研究问题”。研究方法的选择和使用上，很大程度上还停留在经验总结、文献分析等层面，缺少量化研究方法，以及行动研究、叙事研究等更接近和适合教师教育教学实践的研究方法。真是由于研究方法选择上的问题，导致工作总结、专著、论文等成为教师主要的研究成果呈现形式，很少有教师采用研究报告、调查报告等呈现形式。4、加强教师的教育理论学习和专家的指导 研究发现，中小学教师的研究选题主要来源于对自己教育教学经验的反思，72.5%的教师希望通过教育研究为自己成功的教育教学经验找到理论支持，但是在具体的实施过程中，教师也普遍感觉到要真正找到理论支持是很困难的。所以，教育研究过程中的专家指导就显得尤为重要和迫切，这也是教师最希望得到的支持。专家的指导和帮助可以很好地弥补教师在教育理论和教育研究方法方面的不足，帮助教师总结和提炼教育教学经验，实现从经验到知识和理论的转化。5、不同性别、教龄和职称的教师在教育研究操作层面差异不显著 研究表明，不同教龄段的教师在教育研究操作层面的各个维度上没有明显的差异；不同职称的教师在合作研究方面表现出明显的差异，中小学高级以下职称的教师比中小学高级职称的教师更倾向于选择合作研究；不同性别的教师在搜集和整理研究资料方面表现出显著的差异，女教师搜集和整理研究资料的能力明显高于男教师。性别、教龄、职称之间没有明显的交互效应。总体而言，不同性别、教龄和职称的教师从事教育研究状况的差异不大。

This study investigated teaches’research attitude and abilites in their teaching practice using the method of survey. The paticipants were 323 teachers from primary and secondary schools in Beijing. The results indicated that:The teachers in this study had clear awareness to doing education research, but few of them participated the high level research project. The results indicated that most of the teachers were aware of the great importance of research for their teaching and professional development. They had a deep understanding of what was research in education and were willing to do research in their teaching practice. Heavy workload and lack of research ability, however, become constraints in teachers’ paticipation of national and provincal level research projects.What the teachers most concerned were about how to improve efficiency of classroom instruction and student learning. The results indicated that the major concerns of teachers were how to improve efficiency and quality of classroom instruction and student learning such as learning habits, learning assessment and individual student needs. The teachers' education research abilities needed to get improved. Teachers reported they could know well about how to choose their research topic and search literatures related to their own practice. But most of the teachers had difficuties in transforming their puzzles of teaching practice to the specific research questions. There was lack of training in qualitative and quantitative methods for teachers. Additionally, most of teachers tended to summarize their teaching experience in their research rather than analize their experience theoretically.The support teachers most wanted was to get much guidance in theories from educational researchers. Most of the teachers were unable to find the theoretical explaining for their effective teaching practice. Therefore, the support the teachers wanted to get most was the guidance in education theories from acdemic researchers, which could help teachers to integrate their practice with the theories in education.The teachers showed little significant difference in their research abilities by sex、different teaching experience and professional promotion. Results indicated that teachers with different teaching experience had no significant difference in research abilites; Teachers with higher professional promotion tended to less team work in research compared to teachers with lower professional promotion; The female teachers were better in searching literatures than the males.