China Education News 2014-12-114: 27.

Have you ever worried about not doing a good project?

Do you think it is so far away to be a teacher with both practical experience and theoretical level?

In fact, as long as you master some basic laws, love to observe and think, it is really not that difficult to do projects.

Today, Bian Xiao brings you an article by Xu Xiliang, a teacher from Guangdong Second Normal University. Entrusted by Guangzhou Education Bureau, he participated in the evaluation of education and scientific research projects in Guangzhou during the 12th Five-Year Plan as an evaluation expert. During the evaluation process, he found that many primary and secondary school teachers have done a lot of meticulous declaration work, but there are many problems due to lack of relevant knowledge. He made a summary of this, and Bian Xiao also supplemented the laws summarized by other researchers, hoping to provide some reference for your scientific research project application.

First of all, the subject must have problem consciousness.

The so-called subject is to study a valuable problem and solve it. A project contains three levels: 1. What's the problem? 2. Why or why? 3. how to solve it?

Putting forward, analyzing and solving an educational problem is the most basic requirement of a discipline. Judging from some declared topics, many topics lack problem awareness. You have no problem to solve. What are you going to study? Therefore, when judging, scientific research projects without problem awareness should be eliminated first. Problem awareness is the first level of doing a project. If not, then the teacher fell on the starting line when doing the project.

Second, how to choose a topic: choose the real question that suits you.

If you don't choose a good topic, it's equivalent to going in the wrong direction, and it's no use trying again.

First of all, there must be questions, but also real questions. More importantly, we must choose real questions that are suitable for our own research.

Improper topic selection, choosing a big topic that can't be done, will inevitably lead to vague, oversimplified and inappropriate situations. I chose a fake topic that doesn't exist, but I actually can't start. Choosing topics that have been studied by predecessors will inevitably lead to low-level repetition and even plagiarism. Therefore, the topic selection is the first important.

Specifically, the first way to find a topic is to proceed from reality, practice in research and learn in practice. Second, "don't climb high, don't seek big, don't be greedy for small", advocate "small topics, short cycle, and pay attention to solving practical problems in our school and local education". Third, pay attention to peacetime accumulation, start small, have a sense of problems, be a caring person in education and teaching, find problems in peacetime teaching and sum up teaching experience. Fourth, what suits you is the best.

The source of topic selection can be: getting questions from the subject guides issued by relevant departments, putting forward questions from the problems that need to be solved urgently in teaching practice, and finding problems from ordinary teaching practice.

Third, research summary is very important.

After choosing the topic, the question came again. How to explain the meaning of the topic? In the list of declared projects, there is a description of the research background of this topic at home and abroad. Why is there this project?

To study a problem, it is often necessary to understand the research status at home and abroad and make a research summary. However, many declared topics only list the topics or titles of papers written by predecessors, and rarely mention the main viewpoints and research results of these research results in detail.

In fact, if someone has done relevant research work, they should explain what they have done and what problems have not been touched. This is not only to avoid duplication of research work, but also to avoid intentional or unintentional plagiarism.

Generally speaking, it is natural to present the research results in the materials you read, point out the limitations or shortcomings of these studies, and ask questions in combination with your own education and teaching practice. Is that what you did?

Fourthly, citation theory must be combined with practice.

Using the research results of predecessors and other people and related theoretical basis to support the significance and value of the topic, but also as an important explanation of the source of the topic. But it is forbidden to list theories for the sake of listing theories in scientific research projects.

Piaget's constructivist knowledge view, Maslow's humanism and Dewey's learning by doing are the most listed educational theories and psychological theories in this scientific research project, but many of them just list names, and specific theories are rare.

More importantly, in the process of discipline analysis and application, it is extremely rare to use these theories to analyze disciplines and solve problems. So, what is the significance of applying these theories?

Five, must explain the appropriate research methods.

Different topics need different research methods. Some studies can get the results by consulting the literature and comprehensively sorting out the information, and there is no need to conduct a questionnaire survey. Others focus on action research, that is, bringing the ongoing teaching practice into the research field as the object of investigation and research. This method is sometimes called field investigation. These studies need real case support. However, to illustrate a theme, we need to carefully analyze the common factors contained in the case to illustrate it.

6. How to list the research conditions?

The research conditions include their previous research achievements, research strength and time guarantee, funding guarantee, human resources guarantee and even research policy guarantee. At this time, teachers with relevant research results are more likely to gain trust in research strength.

However, in order to prove the strength of their research team, some teachers list many researchers, but list people without relevant research experience and professional background as members of the research team, which is counterproductive.

Not all teachers are suitable for doing research.

Once the application is successful, there will often be an indefinite amount of research funding.

So, how should the applied research funds be used?

Generally speaking, the use of scientific research funds is required in principle to be used for scientific research needs, not as personal income. For example, the acquisition of required research materials, the purchase of required research equipment, and related travel expenses. Of course, as a senior mental work, part of it can also be classified as labor expenses, but it needs to be explained in detail.

General experts can roughly estimate the workload of this subject when reviewing. Reasonable allocation and rational use of project funds will also be beneficial to the success of project application.

Finally, I would like to mention that not all teachers are suitable for project research.

Research needs a solid knowledge base, strong logical analysis ability and critical thinking ability, as well as a strong sense of problems and innovative spirit. Finding the real problem is not the result of slapping the head, but the result of long-term teaching practice and long-term research and thinking. And this is not everyone's, so do it, thankless.

Therefore, to apply for educational research projects, we should do what we can and put our efforts into daily education, study and thinking. A primary and secondary school teacher can become an excellent teacher as long as he is serious and responsible, and he doesn't have to do research.