Four. Basic requirements of research scheme design of educational scientific research projects (1) Question raising 1. The task of asking questions "asking questions" mainly answers why such a topic should be raised for research. Therefore, the basic task of asking questions is (1) to find the problems that need to be solved, that is, to clearly point out the problems that need to be solved at present by analyzing the local (school) education and teaching practice. This is the practical need of this study. The study of primary and secondary school teachers should start with the "problems" existing in specific education and teaching, and cannot be fabricated out of thin air. (2) Explain the research status quo, that is, summarize the previous research results and find the unsolved problems. So as to demonstrate the starting point and new ideas of their own research. This is the research background of this topic. By understanding the current research situation, teachers can avoid repetition and low-level research in this area. If the part of "asking questions" can be expressed profoundly and pertinently, it can attract others' attention, which is one of the important reasons why the research itself can be established. 2. Generally, the idea of asking questions can start with the actual needs, pointing out that this problem exists in reality and needs to be studied. Then, through literature review, we can understand the present situation, existing problems, problems to be solved and theoretical innovations of this study, thus highlighting the theoretical and academic value of this study. 3. The misunderstanding of the question is currently in the "question-raising" part: (1) There is no "problem" that needs to be solved urgently in the question-raising part; (2) In the questioning part, there is no explanation of the research status, only general slogans such as adhering to the party's educational policy, implementing quality education and improving the quality of education and teaching. (3) Simplifying "asking questions" into "three needs" in general, lacking individuality. For example, in the project implementation plan of some schools, in the "problem raising", it is directly stated that "one is the need for the development of the educational situation; Second, the need for sustainable development of schools; Third, the needs of students' own quality development. "On the surface, this writing is very logical and organized, from the development of education situation to the sustainable development of schools, and finally to the development of students themselves. At first glance, it seems reasonable, but on closer examination, from the development of education situation, the sustainable development of schools and the development of students themselves, I think it is inappropriate to write in general terms. Because any educational topic seems to be able to answer questions from these three aspects. Such "questioning" is naturally vague and lacks individuality, so it is naturally difficult to stimulate research interest. Of course, it is also difficult to attract the attention of project evaluation experts, and it is even more difficult to obtain relatively high-level research projects.