One of the training materials

1, what is small topic research?

We define it as: teachers, as the "parties" and "practitioners" of educational activities, consciously pay persistent attention to some problems and topics in their own educational and teaching practice, constantly reflect and ask questions, and actively carry out research-based educational behavior to improve their practicality.

Generally speaking, based on the problems encountered in teachers' own education and teaching practice, with the cooperation of teachers or a few people, the results are obtained in a short time, and the research results are directly applied to participating teachers' education and teaching practice to realize effective education and scientific research.

It has the characteristics of small opening, short period, easy implementation and quick effect.

Some experts believe that this kind of topic does not need approval, and it is a "normalized" research behavior that teachers spontaneously carry out and take responsibility for themselves. It advocates a concept of "teaching is research, teachers are researchers, and achievements are growth".

Indeed, the "small project" is essentially a personal research behavior, which is undertaken by the teacher himself, and the research subject is also the subject of responsibility and interest.

2, the characteristics of small research.

Case:

Teacher Gu, who teaches Chinese, has recently been troubled by the problem that students are unwilling to speak. Indeed, such classes are often like "no man's land". After some thinking, Mr. Gu thinks that this may be because the class time is tight and there are few opportunities to speak, which leads to the enthusiasm of some students being dampened. So, inspired by the article in China Youth Daily, Mr. Gu tried to "stand up and speak". He made an opinion survey of the students in this class, and he was satisfied with the support rate of 54%. But when it was actually implemented, no one took the initiative to stand up and answer questions. On the basis of soliciting the opinions of some students, Mr. Gu felt that "encouragement" was not enough, but also "compulsion", so he announced a new rule: "Every student should take the initiative to speak in Chinese class at least twice a week; Students who have less than two times must sing in public, and if necessary, they have to' please their parents' ... Accumulate the number of speeches every week and reward the top three. " This move is very effective, and the classroom atmosphere is "active" immediately. However, Mr. Gu soon found that several students were watching the excitement in the first half of the week, and answered a few questions casually in the second half of the week, completely coping with it. In view of this situation, Mr. Gu adopted "Point questioning method" and "Instant questioning method" to suddenly ask questions to those students who didn't take the initiative to speak or were absent-minded once in a class. With such "carrots and sticks", students' compulsion gradually disappears and they gradually get used to the form of "standing up and saying".

Case: I opposed cloning.

Teacher Wang, who teaches fifth-grade Chinese, accidentally found that some students in this class had plagiarized for a long time. She controlled her anger. First of all, she quietly contacted individual students to find out the specific situation. Then, she decided to compete with cloning.

Teacher Wang first gave a lecture on project assignment evaluation. In the class evaluation, she first praised all the students who did their Chinese homework correctly. Then let these students be small teachers and give you a demonstration to solve problems. Several students who copy their homework will naturally "hang the blackboard". Although the students here are well aware, Mr. Wang still hasn't solved the truth, which makes the copywriters feel guilty.

Then, Mr. Wang organized the students to edit and direct the squadron meeting "Honesty is Gold". By telling stories, performing dramas, boasting typical examples and expressing determination, we further stimulated and strengthened the consciousness and belief of "honesty and trustworthiness".

More importantly, Mr. Wang has made targeted improvements in his teaching activities. First of all, she set up a study support group in the class to guide students to actively and correctly provide study assistance to students with learning difficulties; Secondly, in the usual new teaching, she pays special attention to the performance of students with learning difficulties and adjusts the teaching rhythm in a targeted manner; Third, she increased the weight of face-to-face criticism in homework correction, and paid more attention to individual guidance for students ... Children gradually felt the sincere concern of teachers and classmates, and external pressure turned into internal motivation, and their academic performance improved steadily. ...

Analysis: From the above two cases, we can sum up the characteristics of small-scale research:

(1) "Belong to oneself": As can be seen from the above example, the research of small topics is not to construct a grand theory, nor to discover a universal law, which is entirely out of the needs of teachers themselves, including their good wishes to successfully complete their education and teaching tasks, their growth motivation to improve their professional quality, their ability to solve practical problems encountered in education and teaching, and finally their own education and teaching behavior can be reformed with the new curriculum.

(2) Authenticity: What should students do if they don't want to raise their hands to speak? What should students do if they copy their homework? How to make composition evaluation more effective in lectures? Wait a minute. Perhaps these problems are a little petty, but they are the most real problems that many front-line teachers encounter in their daily teaching activities, and they are practical problems that affect teachers' smooth organization of teaching activities.

(3) Microscopy: The small topic focuses on "small", and its entry point and opening are very small, focusing on "a certain point" and a certain detail of the problem in education and teaching activities. From this, we will continue to explore deeply and find the best way to solve the problem, so as to reach the depth of research and reveal the essence and connotation of the problem.

(4) immediacy: On the one hand, small topics are generated from teachers' educational practice and rooted in teachers' classroom teaching, which is random, accidental and situational and often happens randomly. On the other hand, the research cycle of small topics is very flexible, with six months, one year and many years.

It can also be seen from the above cases that the value of the subject depends on effective reflection. Faced with fleeting problems, we should not only know what happened, but also seek feasible solutions. More importantly, we should deeply explore the root of this phenomenon. In plagiarism, although plagiarism only happens to individual students, what is the general educational significance for other students and class collectives? Teacher Wang is keenly aware of its threat to a good style of study. In her reflection and questioning, problems such as "lack of good interaction between students" and "lack of pertinence in teachers' classroom regulation" are constantly exposed and exposed. In the process of transforming students, she also found that the deviation of parents' educational ideas and improper educational methods is another factor that leads students to plagiarize homework, which prompted her to design one homework after another in the process of coping with "cloning homework". In fact, only by thoroughly exploring and comprehensively and accurately grasping the meaning behind the problem can we provide a clear direction for teachers' creative teaching and generate lasting motivation.

Good action comes from careful consideration and mature planning. In the last example, the activities designed by Mr. Wang, such as homework evaluation class, "Honesty is golden" squadron class, establishment of learning mutual aid group and homework approval, were all implemented after investigation, careful consideration and determination of the scheme.

3. How to choose a topic

Knowing the characteristics of "small topic", how to choose a topic?

As mentioned earlier, the topic of "small topic research" comes from teachers' educational and teaching practice and is transformed from the confusion and difficulties encountered by teachers in educational and teaching practice. First of all, teachers should be good at finding problems in their own education and teaching practice, and have awareness of education and teaching problems. For example, in teaching, we find that some students are poor at learning, some types of problems just can't be done, and some concepts just don't understand, which gives us a question: Why can't he do it? Why don't you understand? With this problem, we can study it as a topic, which forms a teacher's personal topic, and the research results of this topic can be used to change the learning state of these students immediately in teaching. This topic is not big, the research object is those students, and the results will be obtained quickly through investigation, and then the reasons and solutions will be found through analysis of the results. Applying these methods to teaching practice will get results. The research time is short, and the research results will be applied to practice soon, which is called "small topic research". Teachers should learn how to find problems in their own education and teaching work, realize the problems, and turn them into topics that can be studied.

Of course, in the specific operation, we should also pay attention to the following requirements:

(1) The topic should be specific and practical, and the research scope should be small, which is suitable for teachers (or two or three people in the same preparation group) to carry out research.

(2) Strengthen the pertinence of the topic selection to the practical guidance of education and teaching, and choose the problems that need to be solved and can be studied in education and teaching.

③ Give full consideration to the subjective and objective conditions of topic selection, and pay attention to the problems that you have accumulated more experience or made achievements in some aspects but have not been deeply studied.

(4) The topic should be expressed accurately, using scientific concepts and standardized terms, and not using rhetorical devices such as exaggeration.

⑤ The topic selection should be innovative and highlight the characteristics of specific research content, which can be to apply a theory and a viewpoint to the actual education and teaching work; You can learn from others' achievements and improve your own teaching; We can also explore ways to improve the quality of education and teaching with new methods and new perspectives.

4. Common research methods:

It mainly adopts the way of action research, and at the same time chooses case study, case analysis, investigation, narrative research, literature research and other methods suitable for teachers to carry out research. Due to the small sample size, the results are generally not statistically processed, but only qualitatively analyzed and compared.

Here is a question that teachers should pay attention to, that is, do you want to learn the theory of education and teaching in the process of small-scale research? (The answer is of course yes. )

It is very important for teachers to learn the theory of education and teaching in small-scale research, because this kind of learning can improve our understanding level, help us analyze the results of the research at a theoretical level, and make our understanding deeper, so that we will be more practical and get better results when applying the research results. At the same time, we should also learn some educational research methods and apply them to our own research. In particular, some methods of investigation, such as how to compile questionnaires, how to talk with students, and how to understand students through conversation, are all skillful. Without a good understanding, the situation will not be true, so the results of the research will not be true, and the research will be meaningless.

5. Presentation of research results of small topics:

It can be a report or a narrative.

Research results based on reports are research reports. Including the following contents: topic; Research purposes; Research object (sample selection); Research process (briefly); Analysis of research results; The application of the research results in education and teaching practice is introduced.

There are two kinds of narrative research achievements, one is narrative research and the other is case study. They are all narratives, and their main structures are as follows:

Topic-the topic should be concise, and the main points should be clear about the theme;

Introduction-explain the reasons for the research;

Background-explain the background of the matter;

Event-explain the course of the event or the results of the investigation;

Analysis and reflection on the results-including how to improve and apply them in the practice of education and teaching.

6. Requirements of research.

① Establish a people-oriented concept and pay attention to students' development.

② Give full play to the advantages of being familiar with students and teaching materials and having rich practical experience in education and teaching, closely connect with work practice and conduct in-depth research.

(3) Effectively improve the effectiveness of research, work hard on the "essence" and "reality" of research, and pay attention to the accumulation of research data.

④ The results were vivid, clear and fluent.