An educator, especially a teacher, should not only systematically master the basic laws and skills of education and teaching, but also master the basic theories and methods of carrying out educational research, and actively
Committed to the practice of educational scientific research, he is good at constantly acquiring new knowledge and exploring new fields of educational science through educational scientific research activities. Primary and secondary school teachers can significantly improve their own quality and enter the first grade by carrying out educational research.
Step by step, we should clearly understand the law of education, understand the new trend of education development, improve the cultivation of educational theory, and update some old educational concepts in our minds, so as to gradually develop regular reflection on teaching activities and improve teaching monitoring ability.
You can learn new teaching methods and strategies from them, and analyze, summarize and summarize your own teaching methods and characteristics over the years. Therefore, we say that teachers' educational research is the only way for excellent teachers to grow up.
Road.
First, the nature and characteristics of educational research
1, the essence of educational research
Educational scientific research is a research activity in which educational researchers use certain methods and follow certain norms to explore the nature and laws of educational phenomena or activities, so as to discover new information, gain new understanding and acquire new knowledge.
2. Characteristics of education and scientific research
(1) Based on the problem (no problem, no research can be conducted.
(2) Innovation (initiative, innovation and imitation)
(3) Inherit (predecessors' achievements, ancient and modern educators; )
(4) Normality (asking questions, analyzing problems and solving problems)
Second, the choice of educational research topics
In educational research, topic selection is very important. It is the starting point of educational research and the first step of exploration. The subject is not only a name, but also reflects the research object and scope, indicating the purpose and significance of the research. If the topic is selected well, the scientific research work may be carried out smoothly; if the topic is not selected well, it will be difficult or impossible to carry out the scientific research work.
There are two main sources of research topics in primary and secondary education: one is the problems that need to be solved in the practice of primary and secondary education; The second is the theoretical problems about primary and secondary education put forward in the educational theory literature. Teachers in primary and secondary schools should pay attention to the following three principles when choosing scientific research topics:
1. practical principles: Mainly looking for topics from his own educational practice. "What to do, what to learn", let education and scientific research see the actual effect.
2. Innovative principle: On the basis of adhering to practical principles, select some novel and unique topics.
At present, relatively new topics are mainly reflected in the following aspects:
(1) Cultivation of innovative spirit.
(2) Multimedia teaching. In order to study the advantages and disadvantages of multimedia teaching, the changes of students' learning methods under the multimedia teaching environment, and the application of courseware combined with specific disciplines and grades, etc.
(3) Curriculum reform and changes in learning methods. We can study the design ideas and specific contents of teaching materials, the current situation of students' learning methods, research-based learning, cooperative learning, autonomous learning and so on.
(4) Students' enthusiasm for learning. You can investigate students' learning needs, the difficulty of learning content, teachers' feedback and evaluation methods, and students' own attribution of learning results; You can also do in-depth and detailed case analysis according to a student's reality, or take some measures to improve students' interest in learning and so on.
(5) Students' learning methods. We can examine students' learning methods in all aspects, and study the learning methods and guidance of all parts of knowledge in combination with various disciplines and grades.
(6) Teaching mode and teaching methods. Teachers can consider forming a teaching model suitable for their own characteristics according to their own characteristics. Teaching methods should be studied in detail, such as teaching methods, teaching strategies and skills of each teaching link.
(7) Equality, gender, communication and rights in classroom teaching. Such as whether teachers treat and evaluate every student fairly, the gender differences between boys and girls in teaching activities, how to effectively use communication to promote students' learning and teachers' teaching, what rights and obligations students and teachers have in classroom teaching, and so on.
(8) Emotional analysis and humanistic theory in teaching. We can study how to adjust the best teaching and learning state of teachers and students in the classroom, and the emotional experience of teachers and students in classroom teaching and learning.
(9) The theory of intelligent development in teaching. We can study how to develop students' intelligence according to their intelligence characteristics and specialties in subject teaching, so that every student can achieve something.
(10) The effectiveness of moral education. We can study all educational methods, especially case studies, that help students improve their ideological and moral character and develop good behavior habits.
3. Feasibility principle: You should choose a subject that you have the ability to study.
Third, the general steps of educational research.
1. Ask questions (also called "questions")
The problem is the topic. Be good at finding problems. Without problems, we can't carry out research. Einstein said: It is more important to ask a question than to solve it. Thinking strategies for finding problems: doubt, changing thinking angle, transplantation, in-depth study of phenomena and comparison.
When you ask questions, you should also conduct textual research to understand the research status of this issue at home and abroad, especially the research status of domestic peers, and see what progress others have made in the research of this issue and what opinions and opinions they have put forward.
Zhang, what kind of research level we have reached is also an important symbol of our research strength and level. The first purpose of doing this is to learn from other people's research results and use them for me; The second is to reduce unnecessary weight.
Complex, try to take fewer detours; The third is to provide a breakthrough for further research, take the achievements of other people's research as the basis of their own research, analyze the limitations of other people's research, or strive for innovation in combination with their own reality.
After the question is raised, there must be a theoretical basis. Don't pile up some irrelevant theories (or just some nouns) in this part, such as Marx's all-round development theory and Piaget's cognitive development theory.
Multiple intelligent structure theory, etc. , did not explain what these theories are, nor did they explain how these theories affect their own research work. It's just a label, a facade, and it's suspected of wearing boots and hats. correct
It is necessary to clearly state the similar research results of predecessors, pay attention to the connection with their own research topics, and carefully analyze their respective advantages and disadvantages to play a reference role.
2. Formulate research plans and programs.
After the topic is put forward, it is necessary to formulate detailed and operable research plans and research programs.
The basic structure of the project research plan:
(1) Subject name
(2) the division of labor between the person in charge and the members
(3) Research purpose and significance.
(4) Research status at home and abroad.
(5) Specific research content (accurate and specific, not vague or too general)
(6) Research methods and means
(7) Implementation stage (time, steps)
(8) Guarantee conditions (personnel structure, ability level, information and equipment)
(9) Funds
(10) Results (monograph, compilation, experience, summary, investigation report, experiment report, etc.). )
"Specific content", "research methods and means" and "implementation stage" are the core contents of scientific research plan.
3. Declare the project
After making a research plan, you should apply to the scientific research management department (planning office) for project establishment (national, provincial, municipal and county level). In order to accept guidance, inspection and appraisal, which is not only conducive to improving the scientific level of scientific research work, but also conducive to the development of scientific research work in schools. Of course, you can engage in scientific research without setting up a project.
4. Implementation plan
Core: Strengthen the control and management of scientific research process, and pay attention to the following points at this stage:
(1) In the process of implementation, the research should be carried out strictly as planned.
(2) In the process of implementation, we should adhere to the principle of theory obeying practice, and enrich, improve or inspect the original research plan in time according to the new situation and new problems.
(3) Strengthen process management, establish research files, collect and save research materials and data comprehensively and objectively.
(4) Strengthen the phased summary, summarize it in time according to the actual situation, find out and analyze the achievements and existing problems in the middle of the work, adjust the next research plan, and ensure the smooth implementation of the research.
From the beginning of the research, it is necessary to sort out the documents related to the research and the materials collected during the research and save them in the form of files for the inspection and conclusion of the higher research department. This is a meticulous and arduous work. If we don't pay attention to the collection and preservation of original materials and data, it will affect the scientific nature of the research and the authenticity of the results when accepting the research.
There are mainly the following six research materials:
① Plan data (plan, implementation plan and supplementary plan)
② Basic information (survey: basic information-students' residence, family, parents' occupation, education level, experimental class, students' hobbies, personality, natural conditions, educational background, teaching experience, teaching level of experimental teachers .....)
(3) Procedural materials (staged experimental records, experimental teaching plans, typical after-school analysis and research records, extracurricular activity design; Teachers' observation records; Society, parents, schools, social reflection)
(4) Special materials (special lectures, reports and discussion materials required for the experiment)
⑤ Effective materials (case and group changes: test questions, answers, papers and valuable student assignments, productions, works, achievements, etc. )
⑥ Summative data (phased summary; Term and academic year summary; Papers, reports)
Note: All materials should be true, accurate, complete, systematic and scientific (classified catalogue, highlighting key materials).
5. Complete the research report.
According to the research plan, if the research time ends, it is necessary to write a research report, which is not only a very important link in educational research, but also a summary stage of the research, and its level is directly related to the success or failure of the whole research.
Generally speaking, the research report mainly consists of 10:
(1) title
(2) the author's unit and name (if it is a collective study, the author should be indicated)
(3) Summary (Keywords: main contents, summary and explanation of research questions, theoretical assumptions, research methods, results and conclusions. About 200 words)
(4) Problems (introduction, formation process, purpose, significance and operational definition of the subject)
(5) Research methods and process (methods and measures, variable control, research stage)
(6) Research results (material processing, tables, image data)
(7) Analysis and discussion (analysis and explanation of results, analysis and inference of reasons, analysis and comprehensive discovery of new laws, pointing out application value and insufficient research)
(8) Conclusion (final result)
9. Reference
(10) Appendix (related materials, forms, etc. ).
Several problems in writing research report;
(1) The topic should be clear. The title is the eye of the article. Be concise and clear, so that people can know what you want to learn at a glance. Don't ask long questions, a title is dozens of words long, for fear that others won't understand it. Actually, it's not necessary Don't cover everything, be concise, make the finishing point and be general.
2 think clearly. We should write closely around the center of the problem to be studied, pay attention to logic, or from near to far, or from combination to classification, let nature take its course and expand gradually.
(3) The viewpoint should be new. Scientific research is to bring forth the old and bring forth the new, and make inventions, discoveries and creations on the basis of predecessors. You shouldn't always do some low-level repetitive research, and you shouldn't always follow others to fry leftovers.
4 form to live. Pay attention to readability and be literary.
⑤ The text should be simple. Pay attention to refinement when making research reports, which can save both pen and ink and time.
6. The content should be true. In order to make the research content practical, we have encountered difficulties and problems in the practice of education and teaching. We studied it, solved it, drew regular conclusions and formed words. This is scientific research, like this.
An article is a good article. If you want to make your research deeper or a little theoretical, you can borrow the ideas of theorists, but you should pay attention to grasping the theory accurately and comprehensively.
6. Application topic.
After the completion of the research report, all the research materials (including the research report) can be prepared to apply to the original applicant for acceptance and conclusion. The acceptance and conclusion unit will organize relevant experts to identify your declared topic according to certain procedures. After the completion of the project, the acceptance unit will issue the project appraisal opinions and the project completion certificate.
Fourth, the basic methods of educational research.
A. Educational observation method
(A) the meaning, characteristics and functions of the educational observation method
1, the meaning of educational observation method
Under natural conditions, researchers conduct a purposeful and planned investigation and description of educational phenomena in a certain time and space through the senses or with the help of certain scientific instruments.
2. The main features of educational observation.
(1) The purpose is clear. Observation is carried out voluntarily to solve a problem according to the needs of the research topic. The purpose is to obtain direct empirical facts.
(2) true and natural. Observation refers to the natural state of the observed object without interference and control, so that researchers can study the natural, true, typical and summarized psychological and behavioral performance of the observed object in education and teaching activities and daily life.
(3) Direct and informative. With the integration of observers and objects, researchers can directly and accurately understand the educational phenomenon that is happening and the measures that should be taken, and obtain real, vivid and informative information.
3. The function of educational observation method
(1) Understand students' study, life and entertainment, so as to further explore the law of students' study and growth, deeply study educational phenomena and laws, and improve educational work.
(2) Understanding teachers' educational and teaching activities will help us to systematically observe teachers' activities in classroom teaching, so as to explore the laws related to teachers' teaching activities.
(3) Understand the relationship between students and teachers, study the interaction between educators and educatees, and promote students' better development.
(4) Understand the group atmosphere between students and teachers, and reveal the functions of various educational factors, so as to better regulate the educational process and produce better educational effects.
(5) Understand the influence of other education, such as internal and external environment, teaching methods and textbooks.
(2) Classification of educational surveys
1, natural observation and experimental observation
(1) Natural observation is observation in a natural state, that is, the observation environment is not changed and controlled by natural events.
(2) Experimental observation is a systematic observation in an artificially controlled environment. Have a clear observation purpose and a careful implementation plan, accurately observe the behavior of the observed object, and have one or more influences on the behavior of the observed person.
Factors (independent variables) are controlled, and the influence of this control on the observed behavior (dependent variables) is observed, so as to find the relationship between these influencing factors and the observed behavior.
2. Direct observation and indirect observation.
(1) direct observation method is a method of directly observing the activities of the subject through the senses of the observer to obtain specific and initial first-hand materials.
(2) Indirect observation is a way for observers to observe the activities of the research object with the help of certain instruments and equipment.
3. Participatory observation and non-participatory observation.
(1) Participatory observation method is that researchers participate in the activities of the observed object, and observe from the inside through the activities with the observed object. All participatory observation studies are between "the observation of participants" and "the participation of observers".
(2) Non-participation observation is a method of gradually studying any activity of the observed object and observing it completely as an outsider.
4. There are structured observation and unstructured observation.
(1) Structured observation method means that there is a detailed observation plan and a clear observation index system before observation, and the observation is carried out in strict accordance with the plan, which can systematically and effectively control the whole observation process and record it completely.
(2) The unorganized observation method means that the researcher only has the general observation purpose and requirements, or only the general observation scope and content, and there is no detailed observation plan and observation index system.
5. Time sampling observation method and event sampling observation method
(1) time sampling observation method is to observe in a certain period of time, and observe the object in this period or within this time.
Conduct a comprehensive observation and record of all kinds of behaviors and events that have occurred.
(2) Event sampling observation is to observe and record the background, causes, process, results and duration of representative behaviors or phenomena related to a certain research purpose.
B. Educational survey methods
(A) the meaning, characteristics and functions of the education survey law
1, the meaning of education survey method
Under the guidance of scientific methodology and educational theory, educational investigation method is a research method to collect information about educational problems or educational conditions purposefully, planned and systematically by means of questionnaires, interviews and measurements, so as to obtain scientific facts about educational phenomena and form a scientific understanding of educational phenomena.
The educational problems or educational status quo to be investigated by educational investigation methods include four different levels:
(1) as an individual education element, such as teachers, students, courses, teaching materials, education funds, academic intelligence and other individual education elements.
(2) The existence of relationship or connection between two or more elements, such as teacher-student relationship and school education structure.
(3) The educational practice shown by the interrelation of various elements in educational activities and the ideological state it contains.
(4) Educational quality comprehensively reflected by educational elements.
2. Characteristics of educational investigation methods
(1) takes the educational problems and educational status quo in the form of activities or real existence as the research object, and the educational problems or educational status quo in the form of activities have strong reality.
(2) The purpose of research is not to manipulate and change the state of the research object in order to gain an understanding of educational issues, but to
Discuss the problem, and obtain the educational scientific facts about the research object through questionnaire survey, interview and measurement. (3) In nature, the research method is to directly deal with the research object through language.
3. The role of educational investigation methods
(1) Help education administrative departments and education administrative departments to understand the actual situation of education, find common problems in school education in time, and provide realistic basis for education management and decision-making.
(2) Help school teachers understand the current situation of various educational elements in educational activities, and provide a basis for formulating effective educational activities strategies.
(3) It is helpful for educational theorists to discover important theoretical and practical problems from educational practice.
Understand and grasp the reality of the development of educational theory.
(B) the types of educational survey methods
1, normative survey and comparative survey
(1) Normative investigation is to understand the general situation of educational elements and activities, grasp the general development of education, such as the education in the semester, check the teaching quality, and check whether the students' learning level is up to standard.
(2) Comparative investigation is to understand the differences between educational elements and educational activities. Such as entrance examinations and academic competitions, to select outstanding students or professionals.
2. Census and sampling survey
(1) Census is a survey of all the respondents in a specific range one by one.
(2) Sampling survey is a survey conducted by taking some samples from all the respondents and testing the samples according to certain sampling methods.
3. Questionnaire survey and interview survey
(1) Questionnaire survey is a method for researchers to collect information and materials about educational problems or educational phenomena with a unified, strict and well-designed questionnaire.
(2) Interview survey is a method for researchers to ask questions to the respondents through oral conversation, which causes the respondents to answer questions, so as to collect information and materials about the current education situation.
4. Comprehensive investigation and special investigation
(1) A comprehensive investigation is an all-round investigation of a certain problem or phenomenon, and the contents of the investigation design all aspects and levels of the phenomenon or problem.
(2) Special investigation is a kind of narrow investigation, involving only one or two items, or only one aspect of educational phenomenon.
C. Educational experimental methods
(A) the meaning and characteristics of educational experimental methods
1, the significance of educational experimental methods
Educational experiment is a research method that researchers use the principles and methods of scientific experiments, take certain educational theories and assumptions as the guidance, purposefully manipulate some educational factors or conditions, and explain the laws of educational activities by observing the results of changes in educational factors or educational phenomena accompanying controlled conditions.
No matter what kind of educational experiment has the following four qualitative provisions:
(1) must have certain theoretical assumptions. Hypothesis is a hypothetical explanation of the correlation or causality between the variables to be studied.
(2) It is necessary to change the situation or educational conditions of some educational elements.
(3) Certain conditions must be controlled.
(4) The hypothesis of the experiment should be tested from the aspects of the physical and mental development level of the subjects or the efficiency of educational activities.
2. Characteristics of educational experimental methods
(1) The purpose of research is not to obtain the scientific facts of education, but to form the scientific theory of education through hypothesis testing and attribution analysis.
(2) The research object is not a static natural thing, but a dynamic educational activity permeated with complex humanistic factors.
(3) In terms of specific methods, it is not the pursuit of complete quantitative description accuracy of educational variables, but the combination of quantitative description and qualitative description to describe a certain relationship between educational variables, focusing on vertical correlation analysis and causal analysis of the changing process of educational variables.
(B) the basic structure of educational experiments
Educational experiment involves three basic elements: educational factors or conditions to be changed in the experiment, relatively stable conditions to be controlled and results to be observed. In the methodology of educational experiment, these three basic elements are called independent variables, irrelevant variables and dependent variables respectively.
Variable, also known as variable, is a term of experimental methodology. A factor or condition related to an experiment can be called a variable if it becomes observable and quantitative.
(1) Independent variable is the condition or variable manipulated by the researcher, and it is the amount of stimulus presented by the researcher to the subjects. Teaching method, teaching organization form, teaching material content, teacher-student relationship and management system can all be used as independent variables of an experiment.
(2) Dependent variables, also known as dependent variables and dependent variables, are the result of subject changes caused by independent variables. The dependent variable is
The response to the stimulus of independent variables is a result variable.
(3) Irrelevant variables generally refer to all factors that may affect the research results and interfere with the experiment except independent variables. Irrelevant variables are not really "irrelevant" to the experiment, but the behavior of researchers in the experiment.
Quantitative variables that are not intended to be studied. Irrelevant variables are just irrelevant to the purpose of the experiment. However, it is related to the experimental results and affects the experimental results to some extent, so it is necessary to control the irrelevant variables in the experiment.
D. Action research methods
Action research method refers to a research method in which research participants cooperate with experts to develop problems into research topics and conduct systematic research for the purpose of solving practical problems.
(A) the main characteristics of the action research method
1. The research object is educational practitioners, that is, primary and secondary school teachers. After research, primary and secondary school teachers are users of research results.
2. The research problem is a thorny problem often encountered in the educational practice of primary and secondary school teachers. Action research aims at improving the quality of action and solving practical problems. The problems studied by the Action Research Institute are quite special, mainly the problems of one place and one school, which can be aimed at individual students and specific events, or it can be a prominent problem of the class and the whole school.
3. The research has the characteristics of situational, dynamic and operability. Action research requires teachers to observe the real phenomena (dependent variables) in practical work and analyze which factors (independent variables) this phenomenon may be related to.
Pass, put forward assumptions, collect data through investigation, confirm or deny assumptions, and provide scientific basis for educational reform and education plan formulation. Action research does not emphasize strict control of experimental conditions or comparisons.
Under the guidance of this overall goal, Xu Hui adjusted his plan while acting. Researchers can not only modify the overall scheme according to the gradual in-depth understanding and actual situation, but also change the research topic.
(B) the basic steps of action research method
Generally speaking, the application of action research in educational research can be summarized as the following seven steps:
1, problem found. Educators find problems in practical work through their own observation and thinking.
2. Identify the problem. Select the research topic from the problems found, understand the nature and scope of the problems, diagnose the causes of the problems, and lay the foundation for effectively solving the problems.
3. Literature discussion. In-depth study of relevant literature, in order to obtain the purpose, scope, methods and procedures and related theoretical enlightenment from previous research.
4. Establish a hypothesis. Hypothesis is a prediction that a certain behavior may produce a certain result, which is an unconfirmed conclusion. Hypothesis includes two parts, one is the action to be taken, and the other is the prediction of the result of the action.
5. Make a plan. Making a plan helps to overcome the blindness and randomness of research. Planning should follow the principles of feasibility, coordination, synchronization and measurability, and a complete plan should at least include the following items: (1) research plan topics;
(2) Research purpose;
(3) research hypothesis;
(4) the choice of subjects;
(5) control of variables;
(6) Research methods and steps;
(7) Selection of data collection and measurement tools;
(8) Studying people and division of labor;
(9) Sources of funds;
(10) investigation practice and investigation measures
6. Implement the action. Carry out research activities according to the plan and research hypothesis, collect all kinds of data through observation, investigation, questionnaire, test and other research methods, and improve the content of the plan according to the information obtained from the action.
7. Evaluation results. After the implementation of the research action, it is necessary to adopt a combination of qualitative and quantitative methods, and under the guidance of experts, sort out the research results and draw conclusions for evaluating the effect of the action research and popularizing it.
(C) Action research should pay attention to contact
1, select the problem that can be studied. Action research generally does not answer universal questions and general theoretical questions. It only studies those problems in the school that confuse practical workers and affect education and teaching, and only studies whether this plan here and now produces better results than that plan.
2. Make clear all kinds of concepts and nouns.
3. Draw up a careful and feasible plan according to the needs here and now on the basis of learning the previous research experience and achievements.
4. Collect all kinds of data systematically, on the one hand, do a good job of collecting and keeping scheduled data regularly according to the action plan, on the other hand, pay attention to collecting and saving valuable random information that appears in the research process.
5. Analyze and explain the data in detail and objectively. When analyzing data, we should give consideration to its statistical significance and practical significance. When interpreting the results, we must objectively and pay special attention to the particularity of the obtained data, and we must not subjectively make inferences that are applicable to other situations.