Notes on teaching and research work: How do researchers write research reports? Author: Zhang Feng

Teaching and research is a way of working that the teaching and research system has always adhered to. It is a common research in the daily work of teaching researchers, and it is the basis for us to carry out grassroots teaching guidance and teaching management decision-making consultation. It requires the majority of teaching and research staff to analyze and explain educational phenomena and problems by mastering rich facts and materials in teaching observation or educational thematic analysis at the grass-roots level, and to study the background and possible reasons for the existence or emergence of problems, so as to reveal the law, sum up experience and guide practice. Elements of Teaching Research (1) Research Theme and Purpose Teaching research generally has a purpose and a theme. What is this research about? What problems does the research try to analyze and solve? What role does this research try to play in the whole work? When planning research, we often have to give full consideration to these issues first. Most of the research is thematic, which can be refined into the analysis of subject classroom teaching, the characteristics and learning results of students' learning process, and can also point to curriculum construction and implementation, teaching management, the development of teaching and research work, and the construction of teaching staff. However, some surveys are panoramic, and on the basis of panoramic understanding, we will discuss the topic in more depth. (2) Research object Teaching research is often about educational practice. The research object referred to here may be people or specific practical activities. Some surveys should cover all the respondents, but many surveys take representative samples to reduce the workload and improve the depth of the survey. (3) Research methods and process research conclusions must be based on evidence. It can be some qualitative descriptive materials or some quantitative statistical explanations. The selection and design of evidence collection methods is the key to investigation and planning. The research process and what is found in the process are often determined by the research method. (4) The findings, conclusions and suggestions of research-based teaching research are often based on subjective analysis of objective findings. We should not only objectively reflect the actual situation of educational practice, but also form a basic judgment on educational practice with profound thinking. A responsible investigation should also have suggestions on how to improve educational practice. Some surveys are only closely related to follow-up. The following table compares the six research reports collected in this book from the perspective of elements. Comparison of topics and objectives of six research reports Research methods and processes Promote the progress, difficulties and countermeasures of school-based teaching and research Understand the progress and problems of school-based teaching and research in our province, and plan the work strategy for the next stage. It is a macro-level research on working ideas, focusing on five national project bases, combing special observation data, trying to build a school-based teacher training system, and conducting research on teachers' professional development from the aspects of teachers' working status, research results and teacher management, so as to provide ideas for improving teacher training. Comparative analysis of teachers' samples, questionnaire survey (percentage and frequency, etc.) reflecting the overall situation and needs. ), pay attention to the work wisdom of teaching and research personnel-the research and planning of teaching and research personnel training, and investigate the progress, problems and suggestions (percentage and frequency, etc.) directly (the report includes training planning and training strategies) through the investigation of the research needs of teaching and research personnel. ) and all the teaching and research staff at the grass-roots level in Zhejiang Province-the experimental sampling observation of the new curriculum in senior high school summarizes the experience of the implementation of the new curriculum in senior high school for one year, and analyzes the problems existing in practice. Discussion Countermeasures Panoramic observation, discussion, data collation, and on-the-spot observation of the new curriculum practice of three sample schools in senior high schools pay attention to the improvement of teaching management: the necessary stage to promote the new curriculum —— A special investigation on teaching management in liandu, Lishui City summarizes and discusses the experience of improving school teaching management in liandu, Lishui City, and analyzes the problems existing in school teaching management. In order to prepare for the further study of teaching management, special observation, discussion and investigation are conducted with some pioneering schools in Liandu as samples, and learning by sorting out materials —— research on the practice and significance of curriculum arrangement in Wenzhou experimental primary schools, to explore the typical experience of curriculum arrangement in Wenzhou experimental primary schools, to analyze the learning mechanism behind the practice, to prepare for the popularization of the results, special observation, field investigation, discussion and investigation of typical schools, and teaching research in teaching and research work are often combined with teaching guidance activities (more precisely, The latter is mainly the "export" activity on the spot, while the former may be the "import" problem of obtaining information and research. The former is the basis of the latter. The contents and forms of teaching research are very rich. From the purpose of research, there are thematic research, typical research, diagnostic research, learning research and so on. (1) Special investigation Special investigation is an investigation and analysis of key work. It attempts to describe problems of universal significance, including positive highlights and progress, negative difficulties and problems. For example, "Sampling Observation of New Curriculum Experiment in Senior High School" and "Summary of Special Investigation on Teaching Management in Lishui Liandu" reflect the actual situation of special work through actual case analysis. "Working hard to build a school-based teacher training system" focuses on the theme, and analyzes the reality, needs and countermeasures of teachers' professional development from four aspects and more than ten angles. The progress, difficulties and countermeasures of promoting school-based teaching and research are based on the characteristics and fields of school-based teaching and research, reflecting the progress and problems of the work. Most of the research reports are the results of special research. (2) Typical Survey A typical survey is a summary and study of a certain characteristic experience or achievement of a school or region. Through the excavation of special significance points, it forms inspiration for peers. Learning to learn in finishing is a typical research report. This paper reviews the development course of intensive reading class in Wenzhou experimental primary school, analyzes the operational elements of intensive reading class, analyzes the learning significance of intensive reading class, and puts forward some ideas and suggestions for popularizing intensive reading class. The Summary of Special Investigation on Teaching Management in Lishui Liandu is also a typical investigation. According to the experience of several pioneering schools in liandu, this paper puts forward the idea of improving the teaching management of schools. (3) Diagnostic research Diagnostic research is also aimed at a school or a region. At the beginning of diagnostics research, the research topic may not be clear, or there are big topics and no small topics. However, in the process of investigation, in the process of combing the highlights and finding problems, the topic of in-depth investigation gradually emerged. The focus of diagnostic research is to find problems, and on the basis of finding problems, help schools (regions) solve problems better. The intensive teaching research organized by the teaching and research section in schools is often a diagnostic research. Everyone understands the teaching situation of the school through lectures, interviews with teachers and students, random sampling and inspection of teaching process. While discovering some successful experiences, they diagnose the problems existing in teaching and teaching management and put forward suggestions for improvement. This kind of research is the key work of teaching and research departments at all levels, which is generally divided into two levels: discipline and synthesis. This kind of research is often not easy to form research results, and there is a relative lack of guidance to transform point experiences and problems into areas. In fact, the sampling observation of the new curriculum experiment in senior high school can also be regarded as a diagnostic investigation. At the beginning of the investigation, it was a topic involving many aspects, but with the deepening of the investigation, specific small topics surfaced. (4) Studying, inspecting, visiting and attending meetings is a kind of learning. We also developed it into a kind of research. Visiting and inspecting is a survey of successful experience in brother areas, and attending the conference is to understand the whole picture of a work from a broader perspective. Instead of merely listing other people's viewpoints, we should "learn", "organize" and "internalize" from other people's practices, strategies that can be used for reference from our own practices and future suggestions, form an investigation report and write the minutes of the meeting. We can break down the tasks summarized in each survey into "homework" for each participant. This kind of "task-driven" study and inspection can make every member really participate in it and fully enjoy it. During my stay in Taizhou, I organized several such "study tours". Pursuing the real improvement of classroom teaching is a meeting summary written after I participated in the fourth national school-based teaching and research project seminar in 2007. At that time, we mobilized all Zhejiang delegates to write out the experience and feelings of the meeting, so that more comrades who care about school-based teaching and research can feel the influence of the meeting with us. The exploration of teaching reform, the cultivation and discovery of curriculum reform experience are my achievements after attending the theme seminar of "Deepening Education and Teaching Reform" (Weifang) in 2009. On the one hand, it is a written report to the leader, on the other hand, it is also a collation of independent thinking. The summary of these two meetings is actually an important basis for me to explore school-based research and study classroom teaching reform. The seventh part of this book, Notes on Investigation in Australia, is also the result of a group of study and investigation. It is rare to have the opportunity to study and visit abroad. What attracts me most is not the exotic customs, but their educational system and ideas. It may be my work style to turn every inspection and important meeting into research. There are some forms of research that I haven't experienced much. For example, the sampling inspection of teaching situation is also an investigation by the teaching and research department (mainly in the form of teaching test). Nowadays, many schools and teaching and research departments pay more attention to the distribution of test scores, and use scores to "reflect" the performance of teaching work. However, we believe that the value of process teaching test lies in the diagnosis of previous teaching work, and the quantitative score has certain reference function, but it is not appropriate to enlarge the comparative significance of the score unilaterally. We advocate the combination of qualitative and quantitative methods, diagnose learning problems through sampling, and guide the teaching direction at the grass-roots level with the idea of testing life system, instead of strengthening horizontal comparison, and replace diagnosis and improvement with screening. Some teaching and research sections and researchers are sober in this respect, and there are also some good investigation and analysis reports. However, more researchers are still threatened by utilitarianism. There are many methods of teaching research, including qualitative analysis based on interviews, lectures or cases (teaching plans, growth experiences, experience summary, etc.). ), and quantitative analysis based on questionnaires and student tests. From the research methods, teaching research can be divided into: questionnaire survey, interview (seat) survey, observation survey (including classroom observation), text analysis (data collation) and so on. From the perspective of organization and implementation, the following links are more critical: (1) To organize and implement teaching research, the following analysis must be done in advance: ① the relevant background of the research topic; ② Investigate the theme, connotation and orientation; ③ The purpose and type of investigation; (4) the structure of research elements; ⑤ Research methods and research process planning; ⑥ Research object and sampling design. Among them, ② and ④ are the key points in the pre-planning and the key to determine the quality of investigation. It reflects the depth of the planner's understanding of the research problem. For example, in the investigation of senior high school teachers' professional development, four analysis angles are designed, which is very interesting. These four analytical dimensions are: paying attention to teachers' professional adaptation; Teachers' understanding of the new curriculum and quality gap (gap and adaptation); Pay attention to the current situation of teachers' work: the current working state and experience of primary and secondary school teachers (realistic state); Pay attention to the effectiveness of teacher research: evaluate the current situation of teacher research and teachers' needs (ways to improve); Attach importance to teacher management and evaluation: improve school management (environment and mechanism) and promote teachers' research and development. (2) Questionnaire design techniques and statistical analysis methods. The above are the skills and methods that must be paid attention to when organizing a questionnaire survey. The common questions in questionnaire design are: multiple-choice questions with continuous meaning (used for scoring estimation), multiple-choice questions with scattered meaning (used for overall distribution analysis), multiple-choice questions (found the key points through frequency sorting) and short-answer questions (used for open consultation). When designing the questionnaire, we should design the statistical analysis ideas of the survey data in advance. The main analysis methods are: percentage distribution analysis, correlation analysis of different groups, ranking based on frequency statistics, and comparative analysis of two opposing elements (for an example of statistical analysis, see the research report "Strive to Build a School-based Teacher Training System"). The questionnaire should also include the preface (explaining the purpose and commitment of the survey) and the basic information of the respondents (used for correlation analysis and studying the different tendencies of people with different backgrounds). And how to facilitate data statistics should be considered when typesetting. (3) Observing classroom activities and school assignments In the investigation, on-site observation is a very important means. Generally, it includes three links: one is the description of the phenomenon, the other is the refining of the problem, and the third is the discussion of the countermeasures. Although the analysis angle of on-site observation is not as structured as that of questionnaire survey, and the analysis and judgment are slightly subjective, its description of on-site authenticity and comprehensiveness of information acquisition are incomparable to questionnaire survey. For teaching researchers, attending classes is the most common field observation. The classroom observation technology being developed and popularized at present is a method that teachers and researchers should master. At the same time, teachers and researchers should enhance their ability to observe and guide the school's business work. (4) Data collation and text analysis In research, data analysis is as important as field observation. A lot of information and experience often comes from data sorting and text analysis. You can even insert some typical materials into the research report in the form of concise cases. On the one hand, it is evidence, on the other hand, it provides operational enlightenment. There are many such cases in "Sampling Observation of New Curriculum Experiment in Senior High School" and "Summary of Special Investigation on Teaching Management in Lishui Liandu". (5) Writing research reports is a common form of achievement in the work of teaching and research staff. When writing a research report, we should pay attention to: ① The research report must respect facts, have specific materials, attach importance to the organic combination of opinions and materials, and draw opinions based on factual materials. ② The value of investigation is based on the scientificity of methods and the reliability of results. Therefore, the research methods should be clear and coherent; The expression of the survey results should be vivid, vivid, illustrated and convincing. (3) Analysis and discussion should be practical and realistic, split into two parts, do not go to extremes, and pay attention to theoretical improvement. (4) After the materials are collected, it is necessary to think carefully and fully brew, make a detailed outline first, and then start writing. We say that the teaching researcher is an independent observer and an actor in the radiation state. Teaching research is our most important observation and thinking activity. However, there are also some teaching and research personnel who have some "exclusion" from writing research reports. In their view, after listening to the class and speaking in the research activities, it is not necessary to write a report, and what is written is often a formatted rhetoric. This may be a misunderstanding of "work" and "writing". In fact, the writing of investigation and summary is not only the process of writing, but also the key lies in thinking and promotion. In order to turn some thoughts into face guidance, we need to record our findings and ideas. We believe that the teaching reform of teaching research is a prelude, and the teaching reform is a "melting pot" for the construction of teachers. Teaching research has become a good working tradition of teaching research system. How to transform traditional teaching research into a research style and the source of teaching reform is the key to deepen teaching research and change its working methods. Let more teaching researchers devote themselves to real research that can produce specific guiding significance for teaching practice, let the majority of teaching researchers "move" from routine work to targeted teaching, and form the work habit of investigation and timely reflection in the teaching and research system. Choosing from the Practical Evolution of School-based Research —— Notes on Teaching and Research Work