Basic education survey report 3000 words 1

I. Purpose of the investigation

Preschool education is an education that prepares for a person's lifelong learning and development, and lays a good quality foundation for his lifelong learning and development. The key to laying a good quality foundation lies in whether teachers have good educational quality and innovative ability, that is to say, teachers' understanding of educational objectives, educational contents, organizational methods and strategies, and educational environment not only affects the educational practice of kindergartens, but also implies teachers' views on education and children. Then, what is the level of teachers' understanding of educational objectives, educational contents, educational organizations and strategies, and educational environment?

Second, the object, method, steps and time of investigation

(1) target: teachers in the whole park.

(2) Survey method: individual survey method.

(3) investigative steps:

1. According to the "Continuing Education Series for Century Preschool Teachers" compiled by the kindergarten classroom of the Central Institute of Education, the topic of the survey is drawn up;

2. Investigate teachers' understanding of educational objectives, educational contents, educational organizations and strategies, and educational environment. At the same time, the statistics of teachers' papers and their participation in the evaluation class since 1998 are made to provide a basis for the research of innovative education.

Third, the result analysis

There are some differences in the understanding of educational objectives and contents between young teachers under the age of 25 and young teachers over the age of 25, accounting for 54.6% and 46.6% respectively. The correct rate of young teachers under 25 years old is 8% higher than that of teachers over 25 years old. In our opinion, this result shows that although young teachers are young, their ideological fields are broader than those of young teachers, they dare to explore, have the spirit that newborn calves are not afraid of tigers and have a strong sense of innovation. Although older teachers are serious, they often work by experience and are more conservative. So there is a certain gap in understanding between the two.

The results also show that our kindergarten teacher answered, "What do you do when your child's interests and concerns conflict with the activities you want to carry out?" On this issue, the correct rate reached 85.5%. It shows that through the experiment of "adapting to China's national conditions and improving children's quality" and the educational reform in recent years, the teachers in our garden realize that children are active learners, the starting point and destination of our education, and their personality and basic needs should be respected and met.

The results suggest that in order to enable children to learn actively, we should change the previous educational organization form with collective education as the main channel and change the teaching strategy with teaching as the main channel, so that children can understand things through their own exploration and experience; Teachers should teach students in accordance with their aptitude, create opportunities and conditions for children to choose freely, and let children learn knowledge according to their own starting point, speed and level.

The investigation on the understanding of educational environment shows that the teachers in our school have insufficient understanding of educational environment, and the correct answer rate is only 57.5%. It shows that for many years, although our teachers have been educating children and creating an educational environment in line with the educational policy of all-round development of body, intelligence, morality and beauty, they have neglected that children are the masters of the environment, and children can only develop through interaction with the environment, ignoring the creation of an environmental system that plays an educational role and neglecting the creation of a good spiritual environment.

The percentage statistics show that there is little difference between young teachers and young teachers in our garden, with the percentages of 58% and 57.2% respectively.

In the comparison of teachers' pre-test scores in educational objectives, educational contents, educational organization methods and strategies, and educational environment, there is no significant difference in the correct answer rate, and there is no significant difference through statistical test. The total correct rates of young teachers and young teachers are 55% and 52. 1% respectively, and there is no significant difference after statistical test. It can be seen that the pre-test level of innovative education research between young teachers and young and middle-aged teachers in our park is generally balanced.

Four. conclusion

Based on the above investigation and analysis, we draw the following conclusions:

1. Teachers in our garden have a poor understanding of educational objectives, educational contents, educational organizational forms and strategies, and educational environment.

2. The consciousness level of young teachers and middle-aged and young teachers before innovative education research is generally balanced. Statistically, there is a significant difference between days;

3. It can be seen from the publication of teachers' articles and the awards of excellent courses since 1998 that teachers' scientific research level and teaching and research ability are not ideal and need to be improved.

Verb (abbreviation of verb) measure

1. In view of the fact that teachers in our school have a poor understanding of educational objectives, educational contents, educational organization methods and strategies, and educational environment, we must first establish innovative ideas among teachers; Establish a comprehensive diversity education view based on human survival and development; Establish a good educational concept of respecting, appreciating, arousing children's subjective consciousness and giving play to children's subjective spirit, and change "learning" into "learning". Teachers should realize that children are human beings, developing and active subjects; It is the starting point and destination of education. Teachers should respect and meet children's needs, see their unique cognitive characteristics, and see their individual differences. Children should be regarded as active learners, and children should be allowed to choose learning content from the surrounding environment according to their own needs and interests. At the same time, it is necessary to make educational goals have demand and stimulate children's intrinsic learning motivation. Teachers should pay attention to children's interests, needs and original level, constantly adjust and generate new content suitable for educational goals, and promote children's development to a greater extent. Secondly, we should create an innovative environment for children. In order to promote the interaction between subject and object, it is necessary to provide children with environment and materials, arouse children's active exploration, and make children gain valuable experience in the interaction with object. Teachers should clearly realize that environmental innovation is for children's development, and children need living environment, not furnishings. Let every child have the opportunity to interact with the environment in a variety of senses and ways. Teachers should provide children with rich and varied materials to make the educational objectives and contents concrete. The way to provide materials should be easy to stimulate children's inquiry activities, so that children can gain an understanding of things in the interaction with materials. So as to discover the relationship between things. Third, the organization and strategy of education is the key to guide children to learn actively and promote the development of each child at the original level. As a teacher, we should change the teaching strategy based on teaching. While guiding children to learn actively, teachers should support and encourage children to guess and interact with objects according to their own ideas and practices, so as to create conditions for children to learn and construct their own understanding actively. Only what children really want to learn can they really learn well.

2. Correctly handle the relationship between "innovation" and "inheritance". According to the investigation results that there are some differences between young teachers and young teachers in our garden in their understanding of educational objectives and contents, we believe that although young teachers have made good achievements in some aspects, both young teachers and young teachers should correctly handle the relationship between "innovation" and "inheritance". That is to say, on the one hand, educational innovation must attach importance to the accumulation of experience, on the other hand, it must reform the teaching content and organizational strategy and activate the educational process. This puts higher demands on our teachers. Young and middle-aged teachers should dare to innovate while accumulating experience, which is the fundamental guarantee for cultivating innovative talents. Young teachers should absorb good experience while being brave in innovation and exploration.

3. Strengthen the level of teachers' education and scientific research, and embark on a path of "educating people through scientific research and innovating teachers". Teacher education research is an effective way to improve teachers' quality. Therefore, kindergartens must take scientific research as the guide, carry out research on some sub-topics on the basis of the school's general research, build a scientific research organization network with classes or groups as the unit, form a scientific research system, make the content, key points, special speeches, joint research and common improvement of scientific research activities, form standardized management of scientific research, and continuously improve teachers' scientific research level in practice.

Basic education survey report 3000 words 2

Students' learning is influenced by many factors, among which learning motivation is the main factor, but it is also closely related to students' learning interest, learning needs, personal values, students' attitude, students' ambition level and external encouragement. Learning motivation is the internal reason to promote students' learning activities, and it is a powerful driving force to motivate and guide students' learning. In students' learning process, learning motivation is the core of the learning process. Stimulating students' learning motivation can promote students' enthusiasm for learning, thus achieving twice the result with half the effort. So I made a preliminary investigation from the following four aspects:

Students' knowledge values, interest in learning, understanding of their own learning ability and attribution of academic performance.

I. Purpose of the investigation

1. Understand the current situation of eighth-grade students' mathematics learning.

2. Analyze the relationship between eighth-grade students' mathematics learning effect and learning motivation.

3. How should teachers motivate mathematics students?

Second, the survey object and survey method

1. Respondents: Class 2, Grade 8, Xinzhan Middle School, Zunyi County.

2. Survey method: questionnaire survey.

Third, the survey results.

Knowledge values

Knowledge values are students' understanding of the value of knowledge. Today, although there is no doubt about its importance to the whole society and individuals, we can still see that in the same educational environment, the intelligence is almost the same, but the learning effect is quite different. Some people take "there is a road in the mountains, but there is no limit in the sea" as their motto, but others still take a wait-and-see attitude and muddle along. The survey results show that most students think that learning English is only for doing well in exams and getting into a good university. Only about 18% people are "to learn western culture" or "to expand their knowledge". About 74% people choose to study mathematics in order to get into college or work. Only about 8% people study mathematics to solve life problems. All the above results show that the eighth-grade students have limited understanding of the value of mathematics learning, not from a distance, but from the reality. This is inseparable from the pressure brought by the attention of society, schools and families to the college entrance examination. Although students don't know enough about the value of mathematics knowledge, it constitutes an important driving force for them to learn mathematics well.

(B) Interest in learning

Interest in learning is the embodiment of intrinsic motivation in learning, which is accompanied by the motivation of seeking knowledge, rational emotion and positive learning attitude. It is a realistic and active psychological component in students' enthusiasm for learning. It plays a very important role in the learning process and is also the best motivation for learning. However, the survey results show that less than 1 1% of the eighth-grade students are interested in mathematics learning, and 30% of the students say that mathematics is boring and cannot bring a strong sense of accomplishment like biology, chemistry and physics. Among them, 60% students think math is too difficult. Obviously, on the whole, the eighth-grade students' enthusiasm for mathematics learning is not very high, which has a lot to do with the quality of mathematics classes.

(C) to understand their learning ability

The understanding of one's own learning ability is also an important factor that constitutes the enthusiasm of mathematics learning. A clear orientation can make the learning goal closer to one's own learning level, thus producing a good learning effect. Obviously, it is more difficult for girls to learn math than boys. Of course, this has a lot to do with learning methods and ways of thinking.

Attribution of academic performance

Attribution of academic achievements is a psychological tendency for students to find reasons for their success or failure in their studies. One is positive attribution and the other is negative attribution. Positive attribution can guide students to find the cause of problems in the right direction, thus improving learning strategies and achieving good learning results. Negative attribution tends to look for reasons from the outside, such as attributing one's failure to bad luck, or the topic is too difficult, one's own stupidity and so on. Over time, negative attribution will gradually weaken learning interest and greatly affect learning effect. The survey shows that there is little difference in the level of attribution strategy library among eighth-grade students, and they will objectively understand the reasons for the problems. About 9% people choose "the topic is too difficult" or "the teacher doesn't teach well", which is inseparable from their long-term low grades, and the emergence of attribution bias is inevitable. And the quality of academic performance indirectly affects students' interest in learning, and then affects the learning effect.

These four factors are closely related and inseparable, and at the same time promote and restrict each other. Together, they have an impact on the learning effect.

Fourthly, the enlightenment to mathematics teaching.

The above results tell us that for mathematics teachers, we must pay attention to students' mathematics learning motivation and give some guidance in order to produce different learning effects.

First of all, the quality of mathematics classroom directly affects students' interest and enthusiasm in learning mathematics, so mathematics teachers should make adjustments in teaching methods, adopt heuristic teaching, set up problem situations in the classroom, and guide students to explore and solve problems independently.

Secondly, we should affirm and encourage students. The evaluation of autonomous learning ability needs not only students' own cognition, but also teachers' affirmation and encouragement to strengthen it. This kind of affirmation and encouragement can be carried out not only orally in class, but also through correcting homework, talking and encouraging information after class. This can not only help students understand their learning ability level, but also guide students to correctly attribute the learning effect, so as to adjust their learning strategies and strive for better learning effect.

Finally, mathematics teachers should be based on reality and awaken students' mathematics learning motivation. With the current learning status of eighth grade students, the senior high school entrance examination has become the direct and most important reason for their struggle. Teachers should give guidance to students, but not just for entrance exams. Because motivation level and learning effect are mutually restricted, generally speaking, the higher the motivation level, the better the learning effect. If the goal is too ambitious and divorced from reality, it will make students feel scared or indifferent. Therefore, teachers should guide students to segment their goals to avoid students' excessive tension and anxiety.

In a word, math teachers should base themselves on four learning motivations, focus on improving students' interest in math learning, actively guide students to develop their own learning strategies, pay attention to communication with students, and stimulate students' motivation in math learning.