1. Now the Education Bureau investigates educational institutions, many of which are closed, and my children want to make up lessons. I don't know which one to go to.

Now the make-up classes are all whitelists certified by the Education Bureau. I heard that there will be more concentrated places in the urban area. Parents' ideas are also very tangled. The college entrance examination system has arrived. You can't do it without makeup. Now the idea of big cities is to use technology to improve the efficiency of extracurricular tutoring, save children's time and really reduce their burden. I read in the financial news that there is a special institution doing such research and development, similar to the future magic school. If children are willing to learn, it will be useful to make up lessons. Don't let children fall victim to parents' anxiety.

2. Education survey report

Investigation report on the present situation of middle school education research

Lu Dexiong, Teaching and Research Section of Pujiang Education Bureau

I. Purpose of the investigation

Educational scientific research has become the focus of current educational reform. The smooth development of mass education and scientific research activities is a working strategy that our teaching and research management department needs to study.

We carried out a survey on the current situation of educational research in middle schools, aiming at understanding the attitude of middle school teachers to educational research, their mastery of educational research knowledge, their participation in educational research, their confusion and expectations. Understand the understanding, organization and management of educational research in middle schools and the main problems existing in educational research. First-hand raw materials are obtained through investigation, and then the raw materials are sorted and analyzed, so as to analyze the causes of the problems, seek solutions to the problems, and put forward work suggestions, which will provide guidance, service, management decision-making and other references for the deepening development of education and scientific research in middle schools in our county during the Tenth Five-Year Plan period.

Second, the contents and methods of the survey

To investigate the current situation of educational research in middle schools is mainly to investigate the understanding and participation behavior of middle school teachers in our county, as well as the promotion and development of educational research in schools. Therefore, the survey mainly focuses on the following aspects to design the content and methods.

(a), the content of the investigation

1. Teachers' basic understanding of the significance of educational research

The purpose of investigating teachers' basic understanding of the significance of scientific research is to understand middle school teachers' attitude and understanding level of educational scientific research. Attitude determines behavior, and knowledge determines motivation. Teachers' attitude and understanding of educational research is the basis of carrying out educational research, and the premise of the organic combination of teachers' needs and the services of teaching and research management departments.

2. Teachers' education and scientific research knowledge.

Educational research has its own regularity. Teachers must have some basic knowledge of educational research in order to understand the laws of educational research and carry out activities accordingly. How much you know about the common sense and principles of educational research directly affects the reliability and validity of teacher education research. The extent to which teachers master the knowledge of educational research is the basic situation that teaching and research management departments must master to popularize educational research activities.

3. Organization and management of school education research.

In addition to teachers' conscious actions, schools need to advocate educational research, affirm educational research activities and reward educational research achievements. Otherwise, the enthusiasm of teachers will not be protected, the pursuit of value will not be recognized, and educational and scientific research activities will give up halfway. This involves the organization and management mechanism of school education and scientific research. Only by understanding the current degree of concern and existing problems in this area can the teaching and research departments better guide and manage.

4. The urgent hope of schools and teachers to carry out educational research.

To carry out educational and scientific research activities, schools are the main position and teachers are the new force. Understand the hope of schools and teachers for educational research, meet their needs, give full play to the potential of schools and teachers to carry out educational research, and make educational research activities flourish and full of vitality. It is also an important aspect for teaching and research departments to carry out educational research services and management.

(ii) Survey methods

1, questionnaire

Considering the extensiveness of the survey and the manpower, material resources and time of the survey operation, it is suggested that this survey should be mainly conducted in the form of questionnaire survey. Besides fully considering its reasonable connotation and extension, the questionnaire items are mainly designed according to general experience and prediction. The design of item sentences should be as simple, clear and concrete as possible to avoid ambiguity or implied induction. Try to be tactful in writing, so as not to cause disgust and affect the objectivity of the investigation. The topic setting of the questionnaire includes two aspects: restrictive and open. There are 19 restricted topics, and each topic has four options, requiring a single choice. There is only one open topic, and the respondents are required to put forward two hopes and suggestions according to their actual situation and understanding.

2. Scope and object of investigation

Considering the geographical and grade representation of schools and teachers, as well as the responsibility of the investigators themselves, the scope of this survey is drawn up for all junior high schools (including nine-year schools) and senior high schools (including vocational schools) in the county. The object of investigation is the leaders and teachers randomly determined by each school.

3. Determination of survey samples

A total of 300 questionnaires were printed in this survey. The proposed samples are 1 10 completed samples, 140 initial samples and 50 nine-year compulsory education schools, with a total of 300 samples. Questionnaires are distributed according to the approximate proportion of the number of teaching staff in each school, and the teaching directors of each school are invited to preside over the answer sheet and collect the questionnaires. After statistics, a total of 269 valid questionnaires were collected. The sample of the questionnaire is one third of the total number of teachers. Among them, 84 teachers have worked for 1-5 years, accounting for 31.23%; There are 60 teachers who have worked for 6- 10 years, accounting for 22.3%; There are 63 teachers who have been working until11-kloc-0/5, accounting for 23.4%; /kloc-62 teachers (23.05%) took part in the work more than 0/6; The proportion of teachers' group categories conforms to the basic norms of scientific investigation requirements, and the sample reliability is relatively reliable.

Third, the analysis of the survey results

(1) Teachers' understanding of the relationship between educational research and conventional teaching.

This part is included in questions 2-6 of the questionnaire. It involves responsibility, attitude, concept, understanding, interest and so on. These aspects mainly reflect teachers' ideas and internal motivation to carry out educational research. Statistically, the major options are as follows

1, 83.46% think that "carrying out educational research is something that every teacher should try";

2. 36.4% are willing to participate in educational research, 29.37% find it too difficult, 25.65% are uncertain about the subject, and14.87% lack confidence;

3.79.63% think that teachers are engaged in educational research "mainly to improve their theoretical level";

4.29.7% people think that the main problem of teacher education research is "lack of special funds", 23.05% people think that they don't understand the methods of education research, and 35.96% people think that they can't meet the curriculum.

5.33.8% think that the first thing to consider in carrying out educational scientific research is "studying scientific research knowledge", 22.3% think about their own teaching work and 26.39% visit and study.

Through the analysis of these data, we can see that most teachers have a deep understanding of the significance of educational research and are interested in educational research. This fully proves that the strong atmosphere of teaching, scientific research and scientific research in middle schools in our county has been formed, and teaching, scientific research and scientific research have become hot topics of great concern to everyone at present. Teachers not only have the awareness of educational research, but also begin to think about the starting point of educational research. Educational research is still new to teachers, and there are always doubts about new things. Teachers focus on "finding it too difficult", "not sure about the subject", "lacking confidence", "not knowing the methods of educational research" and "not being able to arrange time", which shows that teachers are still mysterious about educational research. Because of the mystery, it is difficult to get involved. If you've never set foot in it, it's hard to know where to start. This makes our teaching and research departments should pay attention to how to guide teachers to delve into educational research knowledge and how to determine the starting point of educational research through reflection on their own teaching work.

(B) Teachers' understanding of educational research itself

The content of this part is mainly to understand teachers' initial knowledge and understanding of the nature of educational research. Its contents are reflected in questions 7-9 and 15- 17 in the questionnaire. The options with prominent statistical proportions of each question are as follows.

1, 72.4% think that the direction of teacher education research should be "teaching practice research";

2.47.2 1% worried about undertaking research, 28.62% worried about "lack of theoretical knowledge" and 20.82% worried about "not knowing how to refine the results".

3.34.2% think that the value of teachers' educational research results lies in "the substantial improvement of teaching results", 28.25% think that they have learned how to study problems, and 26.77% think that they have experience and feelings in educational research;

4.65.43% know something about education and scientific research, 65.438+02.64% are familiar with it, and 65.438+04.5% are unfamiliar with it.

5.44.6 1, 27.5 1 and 65.438+03.88% people think that regular teaching and research activities are interrelated with educational and scientific research activities.

6.5 1.67% people think that the subject of educational scientific research should be "the problem of improving teaching methods", 24.54% people think it is "the strategy of solving work problems", 17.84% people think it is "the problem of understanding outline materials";

From the analysis of this part of data, we can see that teachers have the necessary knowledge and understanding of educational research, which embodies the characteristics that educational research in primary and secondary schools should be based on educational practice research, and shows that teachers are most interested in the topic of educational research and are closely related to teaching work. Teachers' evaluation of the value of educational research lies not only in the improvement of teaching results, but also in their own feelings and experiences in educational research and how to study problems. This shows that teachers pay more attention to the progress of ideas and ways of thinking brought about by educational research activities, rather than simply paying attention to the achievements of the subject itself. This result is the fundamental significance of general education research.

(3) The present situation of educational and scientific research in schools.

This part mainly understands the main symptoms of school education and scientific research through the questionnaire 10- 14. The situation that the statistical options of each question account for a large proportion is as follows.

1, 70.26% think that the school's educational research activities will make "teachers learn educational theory deeply";

2. It is considered that the key to educational research in schools is "teachers' conscious behavior", accounting for 33.46%, "school organization and management" accounting for 27.88%, and "superior guidance" accounting for15.61%;

3.55.76% think that we should "improve the incentive mechanism", 26.02% think that leaders should take the lead, and 14.5% think that we should pay attention to material rewards.

4.35.32% think that the main problem of educational research activities in schools is "no suitable problems", 33.83% think that there is no support and guidance from superiors, and 2 1. 19% think that teachers are not interested;

This part of data indirectly reflects that the school has put educational research on the agenda at present, and teachers have the impulse to try educational research and realize the relationship between learning educational theory and solving problems. However, the school's management of education and scientific research can not meet the needs of teachers. The value orientation of teachers' educational research needs the guidance of the school, and the enthusiasm and process operation of educational research need the affirmation of the school. How to raise the problems in their own work into subject research needs more guidance and guidance. Ignoring these three problems, it is not easy for teachers to closely combine topic research with their own teaching work, to attach importance to process research and to maintain lasting motivation. Establishing a perfect incentive and evaluation mechanism is a prominent problem for schools to carry out mass teaching and scientific research at present.

(D), the expectations of teachers to carry out educational research

This part is arranged in the question 18-20 of the questionnaire, mainly to understand the urgent needs of teachers to carry out educational research. Its statistical data are reflected as follows.

1. 50. 19%, 22.68%, 15.99% and 165438 think that the teaching and research section should focus on "analysis of practical problems in schools", "lectures on theoretical knowledge" and "supervision and evaluation" respectively.

2.39.03% think that our county should "set up a single fund" for education and scientific research, 23.42% think that it should be included in the comprehensive evaluation of schools, 17. 1% think that it should pay attention to achievements, and 16.73% think that publicity should be strengthened.

3. The hopes and suggestions for developing educational and scientific research are as follows.

(1) hope: the tendency is "teaching and research training, special lectures on educational theory, expert guidance, visiting and learning opportunities, case analysis, providing information, and participating in research activities of research groups".

(2) Suggestions: We tend to "set up relevant incentive policies, set up individual assessment in schools, and improve environmental conditions" and so on.

From the statistical analysis, the overall response of teachers to this part is to start from themselves, find their own breakthrough in scientific research, and gain experience in educational research. There are not a few teachers who pay attention to the achievement reward, which is mutually confirmed by the previous "teachers pay more attention to the progress of ideas and ways of thinking brought about by educational research activities".

Four. Work suggestion

(a), leaders should study the subject from the school philosophy and the development of the school.

Leadership is the key to all school work. The importance that leaders attach to teaching and scientific research directly affects the development of subject research. Leaders should attach importance to research work. However, leaders have many ideas all year round, so it is impossible to only consider education and scientific research, and it is impossible to spend too much energy on special projects. However, leaders should not shy away from education and scientific research, but should consider new working methods by promoting the development of schools and the construction of teachers. Promoting teaching by scientific research and promoting development by scientific research is a new concept of current education reform. Leadership in scientific research focuses on the relationship between topics and school-running ideas, the relationship between topics and school development, and the direct and indirect relationship between topic content and teaching reform. In essence, considering these problems is a part of project research, and studying these problems is the key to grasp the development direction of school project research.

(two), in the process of training the backbone of education and scientific research to do the project.

At present, in the absence of a special teaching department, the educational and scientific research work of the school is generally undertaken by the teaching director. The director's understanding of educational scientific research is much more substantial than that of ordinary teachers, and the problems he sees and the analysis of the nature of the problems are much deeper. But the dean can't solve the problem by himself, and he must rely on the backbone teachers to drive the teachers to solve the problem together. Schools should train scientific research backbones, only let backbone teachers undertake tasks, learn the methods of education and scientific research in the process of doing tasks, and improve theoretical literacy and research level in the process of doing tasks. We often hear many directors lament that teachers can't educate and research, and schools can't carry out research projects. When should our teachers learn to teach and research? In fact, it is not so much "learning" as "doing" educational research. The purpose of learning is to be able to do it, but it is impossible to do it when learning. If you don't do it, you will learn something with a distance. If you do, you will encounter problems. If you have any questions, you must learn. At this time, there will be no sense of distance in learning, and you will learn from facts and apply what you have learned. It is naturally clear which is more suitable for the needs of the school, learning to do it again or learning by doing.

(3) The realistic conditions for engaging in this subject are sufficient.

When teachers are doing or preparing to do a project, they often complain about the poor school conditions and environment and the lack of ready-made materials. There are many difficulties in the school's dissatisfaction with teachers. It is not surprising that there are insufficient funds, poor conditions and lack of information and equipment. For teachers, schools are often difficult. You can't answer without answering. The teacher's dissatisfaction and the school's difficulty lie in subconsciously linking educational research with high technology, mystifying educational research and thinking that scientific research is the product of high equipment and high conditions. In fact, school education and scientific research are mainly to solve the puzzles and problems in teaching. These puzzles and problems are the products of conventional teaching methods. The ways to solve these problems are generally to change ideas, improve methods and increase measures. These ways can exist completely under the existing conditions, or they are not difficult to provide. Having made this clear, we choose topics more to consider the problems in practical work, and engage in research more to consider how to fully tap the potential. In this way, we will be completely based on the realistic conditions to engage in the project, and the project will have vitality.

The above three suggestions mainly focus on the cognitive concept of "doing" in educational research. How to ensure "doing" and make "doing" more dynamic is a problem that can be solved by the routine management of schools and education departments, so I won't go into details here.

3. Proportion of educational background in China census data.

20 1 1 On April 28th, 2008, the Bulletin on Main Data of the Sixth National Population Census (No.1) issued by the National Bureau of Statistics stated:

"Seven, all kinds of educated population.

Of Chinese mainland's 3/kloc-0 provinces, autonomous regions, municipalities directly under the central government and servicemen, the population with college education or above is 1 19636790; The population with high school (including technical secondary school) education is/kloc-0 187985979；; Junior high school education population 519656445; The population with primary school education is 358,764,003 (the above-mentioned population with various education levels includes graduates, dropouts and students of various schools).

Compared with the fifth national census in 2000, the number of people with university education per 654.38+million population increased from 36/kloc-0 to 8930; The number of senior high school graduates increased from 1 1 146 to14032; The number of people with junior high school education increased from 3396 1 to 38788; The number of primary school graduates dropped from 3570 1 to 26779.

Among the population of 3/kloc-0 provinces, autonomous regions, municipalities directly under the central government and active servicemen in Chinese mainland, the illiterate population (15 years old and above) is 54,656,573, a decrease of 30413,094 compared with the fifth national census in 2000, and the illiteracy rate has dropped from 6.72% to 4.08%. "

4. How can teachers reverse the classroom in the exploration stage of new basic education?

Information technology has been widely used in all fields of today's society, and the influence of educational informatization on school education is increasing, especially for changing educational ideas and concepts, promoting teaching reform and realizing the modernization of teaching methods. Then, as a teacher, how to deal with the informationization of education, how to improve the teaching level and teaching ability by improving their own informationization level, so as to better meet the actual needs of classroom teaching and students, and so on, and so on, such problems must be deeply considered. 54438+0. What does educational informatization mean to teachers? Education informatization is a process that regards information as the basic component of the education system, applies information technology to all fields of education and promotes the modernization of education. The technical characteristics of educational informatization are digitalization, networking, intelligence and multimedia, and the basic characteristics are openness, sharing, interaction and cooperation. Educational informatization aims to apply modern information technology and educational technology to the teaching process, and its purpose is to promote educational modernization through informatization. Promote education and teaching to a new level on the existing basis. Of course, educational informatization will also have a huge impact on traditional educational ideas, educational concepts, educational models, teaching forms and learning methods, and this impact has already formed. However, it is also an influence that is conducive to the healthy development and progress of education, because our school education has initially tasted the sweetness. Teachers are indispensable and important factors in school education and teaching. Education informatization cannot be separated from teachers' active participation. It can also be seen that teachers are the main force to promote the construction of educational informatization. In the information age, if a teacher does not have the good information literacy and information technology that modern people must have, it is difficult to stand on the three-foot platform, let alone competent, and even more ridiculous. Because in today's society, everyone is already in an environment covered by information, from gestures to treating people. If you don't have some relevant information technology knowledge and ability, I'm afraid you will encounter embarrassment everywhere. Campus is the frontier of informatization popularization. Where are there no traces of informationization in teaching buildings, classrooms, laboratories, libraries and offices? It's just that the degree is high and low. Of course, it takes a process for our teachers to fully adapt to the informationization of education. Then, in the era of educational informationization, what kind of actual performance should teachers have in educational practice? First of all, we should establish the concept of modern education. Teachers should change from the traditional knowledge giver to the organizer and coordinator of learning, that is, guide, plan, organize and coordinate students' various learning activities, and pay attention to cultivating students' ability to learn independently and acquire information and knowledge. Secondly, we should be able to apply modern information technology. An important aspect of educational informatization is the use of computer-aided teaching. This requires teachers to master relevant computer knowledge and operating skills, understand and learn the necessary software, cultivate their own ability to design and make courseware, and be able to carry out stand-alone teaching and network teaching. 2. Educational informatization should point to curriculum integration. In practical teaching, curriculum integration is a very important aspect of teacher education informatization. If he can make good use of the appropriate teaching software to develop the course, it will undoubtedly play a multiplier role in breaking through the key points and difficulties in the textbook and improving teaching efficiency, and also play an important role in promoting the reform of existing teaching methods, teaching means and teaching content. Curriculum integration is to apply all kinds of technical means to the curriculum perfectly and properly, so that classroom teaching can be liberated from traditional textbooks, handouts, chalk and blackboards. For teachers, it is the beginning of modern teaching. However, it is not easy to achieve the goal of curriculum integration. Teachers should not only master the means of information technology, but also deeply understand the essence of education, the goals to be achieved in this discipline, the key points and difficulties in teaching, and the advantages and limitations of traditional teaching. Teachers will inevitably encounter unpredictable problems and difficulties in the process of curriculum integration, which requires teachers to pay attention to accumulation and try their best to obtain all kinds of useful information. If you often go online to search for information or read relevant paper media, TV media and e-books, the more you know about the information source, the better. You should be able to find those hidden information from places where ordinary people are not easy to detect, and constantly improve your analytical judgment ability. In addition, teachers should constantly improve their ability to integrate relevant information, and be able to creatively plan, process and process the obtained information, such as designing classroom teaching plans and writing courseware scripts. At the same time, we can proceed from reality, consider the most effective way to use information, and embody brand-new teaching ideas and teaching organization forms and methods. We should always organize and adjust our teaching ideas and strategies according to the latest information obtained in education and teaching, and we should always be in a state of "negation of negation" in normal education and teaching. For the course content that is especially suitable for using computer and other modern media to assist teaching, it should be included in the scope of courseware production in time. And make relevant courseware for teaching as much as possible to achieve the purpose of improving teaching. 3. Education informatization should ultimately focus on the cultivation of students' quality. Paying attention to the cultivation of students' information literacy is another important aspect that teachers should pay attention to in the face of educational informatization. The fundamental purpose of educational informatization is to promote quality education and realize the cultivation of innovative talents. Information ability is the basic quality that talents facing the information society should have. It is everyone's basic ability to live and study in the information society, a passport to enter the information society, and an important foundation and guarantee to realize national informatization. Education informatization should take the cultivation of each student's information ability as an important content. In the information society, if a person can't choose and use information correctly, he will be in danger of being overwhelmed by information. Teachers should pay attention to the cultivation of students' information ability, and guide and guide students to learn to collect and process information according to the needs of teaching. It is necessary to guide students to use the Internet, books, magazines, television and other channels to carry out learning (including collaborative learning under the network environment), and cultivate students' exploration ability, independent problem-finding and problem-solving ability and creative thinking ability. Information technology teaching can accelerate the cultivation of these abilities. In the traditional receptive teaching centered on knowledge transmission and understanding, students passively accept knowledge. This is far from the requirements of modern society. To reverse this situation and encourage students to actively acquire knowledge, teachers need to guide students to master learning methods and thinking methods, and teach them to actively explore the unknown world by using computer technology and knowledge.

5. In the sixth national census, people with various education levels, average years of education, and illiterate people (all data) knelt down!

Census results editing

Bulletin 1

National Bureau of Statistics of People's Republic of China (PRC)

2011April 28th

According to the Regulations on National Census and the Notice of the State Council on Carrying out the Sixth National Census, China conducted the sixth national census at 0: 00 on 20 10+0 1 year 10 [2]. Under the unified leadership of the State Council and local people at all levels, with the support and cooperation of all census objects, the census task was successfully completed through the hard work of census workers. The main data of quick summary are published as follows:

Total population

The total population of China is 1, 370,536,875. These include:

3 1 The total population of provinces, autonomous regions, municipalities directly under the Central Government and servicemen registered in the census is 1, 339,724,852.

The population of the Hong Kong Special Administrative Region [4] is 7,097,600.

The population of the Macao Special Administrative Region [5] is 552,300.

Taiwan Province province population [6]23 162 123.

population growth

Chinese mainland's population of 3 1 provinces, autonomous regions, municipalities directly under the Central Government and active servicemen has increased by 73,899,804 in ten years, with an increase of 5.84%. Compared with11265,825,048 in the fifth national census in 2000, the average annual growth rate is 0.

Family population

There are 3/kloc-0 provinces, autonomous regions and municipalities directly under the central government in Chinese mainland, with a total of [7]40 15 17330 households, with a population of1244,608,395, with an average population of 3. 10, compared with 2000.

sex composition

Among the population of 3/kloc-0 provinces, autonomous regions, municipalities directly under the central government and active servicemen in Chinese mainland, the male population is 686,852,572, accounting for 51.27%; The female population is 652,872,280, accounting for 48.73%. The sex ratio of the total population (65,438+000 females and 65,438+005.20 males) is lower than that of 65,438+006.74 in the fifth national census in 2000.

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See here for details.

6. What is educational research?

Educational investigation and research refers to a series of educational practice activities under the guidance of scientific methodology and educational theory, focusing on certain educational problems, using questionnaires, interview rights, measurement and other methods to collect relevant factual materials in a planned and purposeful way, so as to make scientific analysis and put forward specific work suggestions.

way

Questionnaire and interview

7. Which unit is responsible for the education census?

The education census should be the work of the Education Bureau. You can call the Education Bureau for consultation.

8. National Youth Census Network of the Ministry of Education

Because of the "uncertainty" of oral expression, it is much easier to correct it than to correct it in written words. It allows students to make mistakes, correct each other, correct themselves and correct at any time. The problems exposed by teachers and students can be commented in time, and everyone can learn lessons together to avoid similar problems from appearing again in the composition.