Qu/Ji 'nan Institute of Education and Teaching

2018110/5, participated in a demonstration activity of the national planning (Ministry of Education) project-"Research on Junior Middle School Career Education". This is the first national project in Jinan primary and secondary schools. It is often seen that many famous teachers, super-class, high-level and excellent managers publicly declare that they have undertaken and completed a national project. In fact, it's all a lie. Sesame is regarded as a substitute for watermelon. In Jinan, there has never been a real "national project" for education and scientific research in primary and secondary schools.

Unfortunately, people always like to make up. Pretend, and you will often believe it.

First, the "basic" topic and too thin scheme design.

The research of career education in junior high school is not a new topic for undertakers and schools. Before applying for a national project, through the twists and turns of school, city and province application, until the notice of project establishment is actually received, as a conscious research, the research process of the project has actually started long ago, and even most of the research activities have been completed, and some "achievements" have been achieved.

This involves the question of where the starting point of a project is.

The process management of projects at all levels generally involves project evaluation, project demonstration, mid-term inspection and project conclusion appraisal. Judging from the design of these links, in the view of the management department, the starting point of project research begins from the day when the project notice is received. This is a view of pure management logic, which holds that the research in each stage must be completely different.

Specific to the front-line education practice, when the research is no longer just for research, especially under the positioning of action research "in action, based on action, for action", when should the subject research start?

We believe that when we realize the problems we are facing and are determined to study and solve them, the research on this subject actually begins.

Therefore, Jinan Planning Office has always insisted on encouraging front-line educators to closely integrate the research process with their own practical research and exploration actions. Even if the project is not approved for the time being, it will not affect their research and exploration-when the time is ripe, the importance of studying problems will be highlighted, and there is more evidence to prove that they have the ability to study and solve problems. The so-called project establishment is a natural thing.

Therefore, in those days, Jinan Planning Office resolutely organized the appraisal and acceptance of research projects carried out by some schools or teachers in education and teaching practice, and even did not formally establish projects-we thought this was the greatest respect for the exploration and pursuit of front-line educators.

But unfortunately, "pure project managers" do not recognize or accept this concept-in their eyes, "all research is close to the output of results." Which sub-project did you report? " ! "

This logic of pure research may not be applicable to the scientific research activities of front-line educators.

Therefore, in the design of the research plan, I suggest not to shy away from the previous work or even the results, and the key point is to show deep and systematic thinking on "junior high school career education" in the design of the research plan.

It's just a pity. I don't know why, the research scheme put forward by this researcher in the "opening report" submitted to us is project-based, which is a bit too abstract. Even my previous thoughts and actions about vocational education in our school can't be seen in this plan. This is a pity.

The goal of the project opening report (research scheme) design is similar to the drawings in architectural design-once the design drawings come out, they can't be changed at will, and the relevant personnel can clearly and accurately grasp their own tasks and corresponding standard requirements from this design. Our project research plan, at least so far, is obviously far from enough for the relevant personnel of the research group to make clear the overall and respective goals and tasks.

This needs further improvement by the research group.

Second, the concept definition problem

What does the concept of "junior high school career education" used in this question mean? What is the difference and connection with the popular career planning guidance in senior high schools? What is "career education"? Is the inspirational education of chemistry teachers for students' chemistry learning "career education"? How to make the research and thinking of "junior middle school career education" not stick to the psychological field of vision, and not be limited by the fact that almost all the members of the research group are psychological teachers? ……

When it comes to a discipline, what we call "concept definition" is never an abstract scientific concept definition. It needs an operational explanation under certain conditions and specific situations-after the definition is completed, the meaning, connotation and even research behavior and results of this concept in this discipline should at least be clear.

The concept is unclear and the action is unclear. It is very likely to go to the dilemma of "high spirits, high morale and detours" determined by Director Chen of the former Municipal Bureau again.

Third, the problem of target positioning.

Related to "detour" is the design of "research goal". At present, the statement of the research group is: "By studying career education courses at home and abroad, study, research and initially establish a career education curriculum system for junior high schools that is suitable for the national conditions of contemporary China, and develop and compile a set of career education instruction books for junior high schools that are suitable for the national conditions, social conditions and academic conditions of contemporary China. "

I have two questions:

First, "to establish a curriculum system of career education in junior middle schools suitable for the national conditions of contemporary China"? According to my understanding of the main members of our research group, is this goal appropriate? Do you think it is too high? "The curriculum system of junior middle school career education suitable for our school" is a little low for "National Studies".

Secondly, "develop and compile a set of junior high school career education instruction book suitable for contemporary China's national conditions, social conditions and academic conditions" ... I have sorted out the "instructions" for family education guidance and got a relative understanding of our positioning and possible appearance of "books". I am also responsible for the teaching and research of comprehensive practical activities in primary schools. In the field of our comprehensive practical activities, everyone's discussion also focused on the issue of "teaching materials". Our basic view is that with textbooks, some "low-energy" teachers may have crutches in their hands, thus ensuring that they are on the right track, and it is more likely that more teachers will lose their awareness and ability to innovate and their aura and vitality in the field of comprehensive practical activities. Does "Career Education" Need "Books"? Have you finished the first lesson, the second lesson, the first unit and the second unit, and turned over the first and second books? Has the "career education" been completed? ……

I'm worried.

What exactly is our goal? Is to explore how to solve many practical problems in the growth and development of junior high school students through a series of career planning guidance activities? Or should we sort out the previous experience and improve the curriculum system of career education? Or did you just write such a set of "instructions" and finally set off with a series of class videos and lesson preparation notes?

What are we going to do in this kind of research? What should we do?

This is a problem.

Fourth, about the design and use of research methods

It is not "using" any method, but "how to use" any method, which is the focus of the project research scheme design.

The research group used the literature method in the design. There are several suggestions about other methods:

The first is the design of questionnaire survey method. "By designing a questionnaire, we investigated the current situation of junior high school students' career education in our city and the career development issues that students care about. The survey covers students' self-awareness survey, self-awareness demand survey, students' learning needs survey, living habits and ability survey, students' career exploration survey, willingness to know their own career orientation survey, school vocational education status survey and student demand survey. " This design expression is still detailed, but it is not comprehensive-the "investigation and study" of this topic must be designed at least twice-the investigation not only has the function of "finding the bottom", but also has the function of "verification", and some problems (effects) should be explained by comparing before and after the test, which should be the basic cognition of our professional psychology teachers.

Secondly, the problem of case study. The research group has designed three main research methods: literature method, questionnaire survey method and interview method (actually one of the survey methods), but for the topic of "junior high school career education", if I were you, I would pay more attention to all kinds of distinctive "cases" in the process of career planning guidance-leaving specific cases (whether individuals, groups, individual activities or series of theme activities) and ".

Case study and follow-up attention may be one of the most important methods that may be adopted in this kind of research, especially for our grassroots educators.

Finally, I would like to remind you that when designing the interview method, we must pay attention to the accumulation and arrangement of a large number of first-hand interview materials, which may be the most precious "achievement" of our topic-Bi Shumin's Notes on Female Psychologists as a summary, not an "achievement"?

Five, the stage task setting should avoid routine, but should do substantive thinking and arrangement.

Taking the third stage: summary stage as an example, the current statement of the research group is: "The main task is to sort out the research results, write research reports and conclusion reports, and apply for conclusions. Main work contents: sorting out the research data of the subject and forming relevant research results; Write research reports and conclusion reports, and carry out project conclusion. " These words can be used in the later design of any research project, so some of them are platitudes. What tasks should be completed in the third stage? As mentioned above, does post-intervention investigation (post-test) count? Should the sorting, screening and classified analysis of all kinds of cases be completed at this stage? ……

The stage design in the research plan is not a simple syllogism of "preparation-implementation-summary", but should be combined with the reality of the research, calm down, go deep into it, think carefully about what you want to do, how to do it, what to do, who will be responsible and so on.

The problem of intransitive verbs about expected results

There are several types of expected results: research report, a set of instructions, video course selection, video selection of practical experience activities, three core journal papers or a monograph.

First, not enough.

What about the literature review? The literature method was used, and finally no literature review was formed? Is literature review a "result"?

What about the curriculum standards? Didn't the original research content design say to study "the standard and subject nature of junior middle school career education curriculum" So is the formulated Curriculum Standard "an achievement"? Many times, "standards" may be the most valuable achievement.

Others, for example, for a junior high school, is a feasible and effective career education implementation plan an achievement? Is the implementation rules (scheme) of operation evaluation a result? Should there be a survey report for every survey and interview in the research process? ……

Many natural "achievements" in the process of research are not consciously regarded as "achievements", so they are not enough.

Second, it's not enough.

In the research and design of the project, the expectation of the final result can't stay in the general expression of a report, a set of account books, two collections and three papers (this expression also has the characteristics of being applicable to any project). The research content and methods are established, the topics corresponding to papers that may produce valuable results should be relatively clear in fact, and the topics and content framework of possible monographs should not be illusory ... To this extent, can they be regarded as real "expected results"?

In recent years, people at all levels are striving for "achievements" under the stimulation of "teaching achievement awards" at all levels. It is suggested that the research group should consider how to plan the research of this topic now from the perspective of future achievement declaration, and think about what is missing in our current design-let's say in advance that the possibility of success in reporting achievements by "one set of account books" is extremely low.

It is not easy to declare national projects.

The process of studying valuable topics is even more difficult.

Be careful. Be careful. Be careful. profound

All I can think of is words of encouragement.