1. Small-scale research is conducive to the formation of educational ideas. Educational idea is the rational understanding and subjective requirement of the subject of education for "what should education be", which often dominates the teaching activities of teachers. Educational idea belongs to rational knowledge, which can only be formed on the basis of perceptual knowledge and can only be tested through practice. To carry out small-scale research, there must be sufficient basis, and the most fundamental basis is the educational concept. Carrying out small-scale research can make teachers more clearly understand and think about their own educational ideas and consciously choose more scientific educational ideas.

2. Small-scale research is beneficial to the study and application of educational theory. Small topic research is also to solve hot or difficult problems in practice. In order to solve these problems, teachers must learn relevant educational theories, and on the basis of understanding, use educational theories to analyze and guide teaching practice. This kind of learning is based on the needs of teachers to solve problems. The learning materials are all selected by themselves, and the knowledge gained is profound and can be used flexibly, which effectively improves the theoretical level of teachers.

3. Developing small-scale research is conducive to eliminating the mystery of education and scientific research. Primary school teachers engaged in educational research, the direct purpose and ultimate purpose are for education. The research on small topics is actually an action research, and the results obtained from this research can be immediately applied to teaching practice, with the most obvious effect. This kind of research is concrete, easy to operate, difficult to operate and easy to succeed.

Second, the difference between small research and big research:

It can be said that we propose small-scale research to overcome the disadvantage that primary and secondary school teachers can't participate in large-scale research. If our small project research is still the same topic selection and management process as the big project, there is no need to put forward the concept of small project research. Therefore, small-scale research is produced in the difference from large-scale research. Generally speaking, the difference between big topic research and small topic research is shown in the following table 1.

1. Goals and themes. The research of major topics is to solve the outstanding problems faced by schools and even a region. This kind of problem is macroscopic and influential, and it is more concentrated in education management, such as student evaluation, ideological and moral education for minors, the relationship between parents and schools, the reform of examination system, and the pressure of teachers' work. The purpose of small-scale research is to improve teachers' quality and make teachers become researchers. Therefore, the close combination of small topic research and teachers' daily education and teaching is to solve the puzzles encountered in teachers' work, such as how to talk about a topic, how to design a class, how to transform poor students and so on.

2. Research methods. The research methods of major projects include action research method, literature method and educational experiment method. Generally, a team conducts research, and with the strong support of the school, it even carries out educational system reform. But the study of small topics is the teacher's personal behavior, and the main methods are reading, action and reflection. It does not emphasize the complete application of a research method, but emphasizes the flexible application of research methods to solve its own educational and teaching confusion.

3. Research steps. Generally, the research of large-scale projects should go through the links of project establishment, feasibility study, division of labor research, large-scale activities or major systems, mid-term inspection and project conclusion. Project management should be stricter. However, in small-scale research, such strict steps are not needed. As long as you are aware of the problem, find the problem, and then read a book to find a solution to the problem and verify the effectiveness of the method, it does not need to establish a project, do not need to conduct a mid-term inspection, and do not need to have a final report. It emphasizes teachers' conscious action.

4. Research results. There should be a conclusion report at the end of the big research, and the small research may be the improvement of its own education and teaching methods at the end.

Of course, the difference between large-scale research and small-scale research is relative, and they are also interrelated. For example, through small-scale research, teachers' ability and way of thinking are cultivated to prepare for large-scale research; Many big topics can be subdivided into many small topics, and the research of big topics can be concretized through small topics.

Third, the specific steps of small topic research:

Generally speaking, there are five steps in conducting small-scale research:

First, find the problem. Teachers should be aware of the problems, which is the premise of the study. In fact, there are many problems in teachers' education and teaching, such as the explanation of a topic, the transformation of poor students, the design of classroom teaching structure in a certain section, students' inattention in class, homework assignment and so on. When education and teaching fail, we must think more about what the problem is. We should reflect on our education and teaching.

Second, find a solution to the problem. When you find a problem, you should find a way to solve it. The key is whether your solution to the problem is based on slapping your head or learning from other people's experience. To carry out small-scale research is to let teachers put forward solutions to problems on the basis of fully drawing on the experience of others. This is a process of finding methods and learning. This is the most critical step in small project research. There are many ways to learn from other people's experience, such as reading relevant professional books, searching relevant information on the Internet, or learning from old teachers, and then determining the solution to the problem through analysis and synthesis.

Third, use the problem-solving methods found to solve the educational and teaching problems encountered by yourself. This is the application of theory to practice. Because of the particularity of education, every student is a special individual, so the method you find may not be effective, so you need to go back to the second step. We must be psychologically prepared in this respect, neither can we imagine immediate success, nor can we be extremely depressed because of another failure.

Fourth, we should sum up the process of solving this problem ourselves. There are various forms, which can be small papers or educational narratives. Write down your mental journey in this process and talk about your own experience. You can also write educational cases and form typical experiences. This is a process from practice to theory. Be sure to write it as much as possible. Steinhaus pointed out that private research can hardly be called research in our view. Part of the reason is that unpublished research has not been nourished by public criticism, and part of the reason is that we regard research as a community activity, and unpublished research is almost useless to others.

Fifth, apply the summarized methods to education and teaching. This is the second time from theory to practice. In this process, my teaching skills have been improved, and the teaching effect has also been significantly improved.

Fourth, small topic research:

Basic requirements for selecting teaching and research topics

1. promising. 2 1 century is an era of knowledge economy and globalization, and it will also be an era of great rejuvenation of the Chinese nation. School education and scientific research should fully understand, reflect and adapt to this changing trend, do a good job in forecasting and forward-looking topics, and highlight and strengthen the consciousness of facing the future. For some educational problems that are developing at a high speed, we should use forward-looking thinking and systematic thinking more, and put forward countermeasures after careful consideration and rational analysis. The foresight of educational scientific research is mainly reflected in two aspects: one is the planning of a certain education in the future (prospect analysis, prediction and practice); The second is to improve the current situation of education.

2. applicability. It mainly refers to whether studying this problem is conducive to improving teaching quality, promoting students' physical and mental health and promoting students' all-round development. In other words, the topic should be of practical value and can guide educational practice. The research value is the greatest for filling the blank topic of scientific research; For general topics, you can also set up research topics, and finally you will gain something; The problems that have been solved or basically solved have the least research value. Therefore, before setting up a research topic, we must first understand the frontier information of the research topic, and don't do nothing.

3. scientific. The scientific nature is embodied in the clear guiding ideology and research purpose of the research, scientific and reasonable demonstration, and true and sufficient facts. Scientific topic selection should have both practical and theoretical basis. For front-line teachers, with rich practical experience, it is easy to make the topic have a practical basis, but they generally think that the most difficult thing is their lack of theoretical basis. Therefore, while doing a good job, teachers should strengthen the study of educational theory and constantly enrich themselves, so as to choose a good topic in educational practice.

4. innovation. Don't follow the fashion in choosing topics. I do what others do, regardless of my actual situation. Educational experiment is a kind of scientific research activity, which requires researchers to have innovative spirit, different from predecessors and others' eyes, to study topics that no one has done or is doing, or problems that others have done but failed to solve or not completely solved. In this way, the novelty and originality of the topic are achieved.

5. Feasibility. Researchers are required not to be divorced from actual fantasies and fantasies, but only to do so-called pure education topics. From the school's point of view, we should fully consider the school's humanistic environment, teachers' level, experimental foundation, teaching equipment, teaching and research funds, etc. From the perspective of teachers, from the reality of their own research level and ability. If you have rich experience in educational experiments, you can do some research in theoretical fields; If you are a novice in experimental research, you can study some specific topics and focus on mastering educational experimental methods.

6. directionality. Teaching and research topics should have clear research direction and main attack objectives. The research direction and objectives are unclear, and the research involves too many levels, which leads to some difficulties. Either the project can't go on or every aspect can't be studied thoroughly. Even if the topic is good, it can't produce good results, which is futile. In addition, whether the subject is clear depends on whether the subject has changed the content. It is the basic spirit of educational experiment to influence students through some changes, so as to obtain the expected results and solve a certain problem.

7. operability. Due to the heavy task and complicated work of teachers' education and teaching, there are many new problems facing the current school education work, and teachers have very strong requirements for the operability of educational methods, so the educational methods studied in this topic should be more operable. Once teachers choose and master one or several distinctive methods according to specific educational variables, they can use them flexibly and put them into practice. Practice has proved that teachers like to learn from easy-to-operate research results.

8. appropriateness. The size of the subject is a relative concept. The scope of the subject should be determined according to the research strength. As a teacher, the topic should be small rather than big. Small projects involve a small scope, do not require high subjective and objective conditions, have specific contents, simple methods, are not difficult and are easy to achieve results. For example, case studies, with few research objects and small scale, are generally carried out in a natural state and will not affect teachers' daily education work, especially suitable for teachers to do research on topics. The research scope is too large, and it is easy to be big and empty. The problem that is too big to be used is empty, unable to start, and not suitable as a subject.

Ways to find the theme

1. Choose a topic from teaching practice. Teaching is the central work of school education. In teaching practice, "teaching problems" emerge one after another, and teachers can meet them almost every day. This requires teachers to have a unique vision and be good at selecting teaching and research topics from common teaching phenomena. For example, a math teacher realized from students' general weariness that this is the biggest obstacle to students' learning. In order to help students overcome their weariness of learning, she used the principle of psychological matching to carry out the experiment of "paying attention to psychological matching and catering to students' needs". Starting with inducing cognition, activating inquiry, showing self, stimulating senses and satisfying entertainment, she handled the teaching materials properly, optimized the teaching process and catered to students' needs, thus achieving the unification of teaching materials and students' needs, effectively adjusting students' learning direction and stimulating students' interest in active learning. The teaching effect was remarkable.

2. Extract the theme from class management. In the process of class management, many educational factors are involved and many practical problems are encountered, which is an important source of educational and scientific research topics. Topics extracted from practical problems encountered in daily work are often practical and operational. For example, in view of the blindness and randomness of class morning meeting education, a school has carried out the research on "Morning Meeting Education Series". Organized experienced teachers to compile a series of morning meeting teaching materials around moral views, standardized training, common sense of life, psychological counseling, etc., and organized and implemented them in the class, which achieved good educational results. This set of teaching materials is very enlightening, practical and simple to operate, and is very popular with the class teacher.

3. Mining topics from local resources. The humanistic environment, folk customs, local products, heroes and model figures in various places have their own characteristics and are rich in educational resources. As long as you dig carefully, you can also find the topic of promoting the traditional culture of your hometown. For example, our county is a well-known tea town in China and the birthplace of oolong tea and Tieguanyin. Some schools take the promotion of tea culture as the research topic, fully excavate, collect and integrate the cultural resources of tea villages, develop school-based books on tea, and guide students to experience the hardships of tea farmers, feel the happiness of tea friends and appreciate tea through various tea activities such as talking about tea, building tea gardens, singing tea songs, tasting tea rhymes, tea art competitions and tea tours.

4. Extract the theme from the experimental transformation. There has never been a perfect experiment. After the educational reform and the implementation of the experiment, some defects of the experimental subjects are often exposed. At this time, people will carry out in-depth research and reform on the original experimental subject, and constantly sum up experience to make it more perfect. In the process of reforming educational experimental subjects, people will put forward a variety of schemes, and choose the best from them to form new experimental subjects. For example, the famous "Situational Education" experiment in Li Jilin has developed from the initial Chinese situational teaching in primary schools to the situational teaching in other disciplines, and then naturally to the situational education in the whole primary school. Now, the development of situational curriculum has also developed with the promotion of situational teaching and situational education experiments.

5. Select a topic from the topic guide. Another important source of educational research topics is the "Guide to Educational Research Planning Topics" formulated by educational research management departments at all levels. From the Ministry of Education to the county-level education administrative department, a planning topic guide should be formulated every five years to provide multi-field, multi-level and multi-type scientific research topics for schools at all levels and educational and scientific research departments to choose to declare. Around these research projects, combined with the local and school reality, many research topics can be decomposed, and teachers can choose topics suitable for their own research.

6. Discover topics from theoretical study. In order to develop education and adapt education to the needs of social development, educational circles often conduct research and discussion around a certain theme. Teachers can also find problems worthy of in-depth study by studying and discussing, improving theoretical level and updating educational concepts. Such as "quality education" and "basic education curriculum reform", there are still many topics worth studying. In addition, many foreign theories about educational reform experiments have also been introduced into China, giving people great inspiration. Many places combine these theories with practice, absorb, migrate, transform and innovate, thus extracting many experimental topics.

V. Small-scale research process:

1. Choose a good theme.

Pay attention to the following questions when choosing a topic. (1) The research topic should come from one's own education and teaching practice. The purpose of the study is to solve the problems that are difficult to solve in current practice. Don't blindly follow the trend, just do what others do. If you leave the soil you manage and plant it overhead, you can't get anything. (2) the scope of the subject matter should be small. The subject only involves one discipline, one aspect and one link; A way, a strategy, a method, etc. For example, it can be Chinese teaching, reading teaching in Chinese teaching, sentence teaching in reading teaching and long sentence teaching in sentence teaching; It can be mathematics teaching, application problem teaching in mathematics teaching, travel problem teaching in application problem teaching, some kind of travel problem teaching and so on. Don't pursue perfection. (3) I am familiar with the content involved in this question. You have some reserves or can easily find the theoretical and practical resources needed for research, so it won't be difficult to study. It is not advisable to follow the trend of comparison and reluctantly engage in a very strange topic. (4) The subject should have certain value. First, it should be practical, which is conducive to improving one's education and teaching level and promoting education and teaching reform; Second, be novel. The topic has not been studied by others, or the research is not comprehensive enough. Your research may surpass others, so it is enlightening and instructive. The third is to be universal. A small topic may study a specific practical problem, but the research cannot be practical. We should see the big picture from the small, and include the general law in specific problems. That is to say, although the subject is concrete, it can lead to general principles.