First, why do teachers do research? 1, the demand of teachers' professional growth. The times are developing rapidly, and the pace of educational reform is also very fast. In the information society, if you want to gain a foothold, you must have the awareness and ability to keep learning; Be brave in practice and innovation; We should adapt to the new requirements of quality education for our teachers: the education and teaching mode should be changed from "experience" to "scientific research". Practice shows that front-line teachers can actively participate in teaching and scientific research practice, consciously study theories, update educational concepts, lead teaching and scientific research with scientific research, and promote teaching reform with teaching and scientific research, which is of great benefit to improving teachers' own quality. Many famous teachers have become the biggest beneficiaries of education and scientific research (for example, there are 9 special-grade teachers in taohuajiang Primary School, and Yiyang No.1 Middle School is led by the director of teaching department to participate in this training). It can be said that teachers' participation in educational research is an important way to improve their own quality. "2. The need to solve practical problems. Doing research is mainly to solve the problems and puzzles found in education and teaching. These problems include their own teaching practice, students' behavior habits, moral performance, school education and school management mode. However, it should be noted that it is futile for front-line teachers to do research without teaching practice and do those big and empty topics. 3, help to develop a rigorous work style. The rigor of the research also makes teachers' education and teaching more scientific and systematic. 4. Contribute to the formation of scientific research and teaching consciousness. As we all know, it is essential to consult a large amount of information for a project. When you read a lot of books about education and teaching, it will help to form your own teaching philosophy. The practice of teaching and scientific research has not only changed teachers' educational ideas, but also made us form the habit of examining our daily work with new educational ideas. Consciously improve their own educational means and teaching methods and reflect on teaching. To sum up, educational research is one of the basic ways for contemporary teachers to work, and it is also one of the ways for contemporary teachers to learn. Project-driven and action research are the basic methods of teachers' self-development and self-improvement. Teachers' professionalization requires us to study education and change from "teachers" to scientific research teachers. Second, the general way of research (1) the process and stage division of research. Generally, research is conducted according to the following procedures: topic selection-learning and consulting materials-topic declaration and evaluation-topic opening-research development-mid-term evaluation and inspection-completion of research report, application for topic conclusion-award and promotion (II) Basic principles of topic selection 1. Second, scientific principles; Third, the principle of feasibility, the topic should be in line with objective reality and can be realized; Fourth, the principle of value should be applied to teaching practice, which has the significance of guiding teaching practice; The fifth is the principle of clarity, and the topic selection can accurately reflect the connotation and extension of each research element. 2. Matters needing attention in topic selection: First, proceed from reality, practice in research and learn in practice; Second, don't be greedy for perfection; Third, pay attention to peacetime accumulation, start from a small place, 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. 3. Where to choose the topic (1) Get the topic from the topic guide issued by relevant departments. Every place has educational and scientific research management institutions or educational and scientific research planning leading groups (such as Hunan Education Science Planning Network and "Micro-research" of Anhua County Education Bureau), and these institutions or departments will regularly or irregularly publish some educational and scientific research topic guides within a certain period of time. These topics in the Guide can also be further concretized according to their own reality and put forward questions that are in line with their own actual situation. Of course, whether these problems have the value of research depends on their own actual situation. ⑵ Propose topics from the problems that need to be solved urgently in teaching practice. What are the urgent problems in the work? Is it the routine management of school teaching, or the quality of classroom teaching is not ideal, or the learning effect of students is not ideal? Some questions like this often have the theme you are looking for. For example, some class teachers are very effective in class management, especially for some "naughty" students, so some teachers put forward the topic of "studying class management with unconventional methods". (3) Looking for topics from ordinary teaching practice For ordinary people, it seems that the teaching work completed every day and the phenomena seen have no special feeling, and it seems that these work and phenomena have become a habit, and they even don't want to think about it, because it is too ordinary, too ordinary. However, a sharp-thinking person can often see the problems, and most of these problems are worthy of our study and valuable topics. For example, some teachers found through a large number of lectures that students did not concentrate on what they said in class and did not listen carefully. In the teacher's view, these words have an impact on students' learning, so he put forward the topic of "research on cultivating students' listening ability in classroom teaching" (4) Transplant and learn from advanced experience and methods in other fields to put forward the topic. People often say that stones from other mountains can attack jade. What kind of effects and functions will advanced experiences and methods in different disciplines have in different disciplines? I'm afraid this is also a very attractive question. For example, can you use the teaching method of writing to teach mathematics? English teaching pays special attention to situational teaching and dialogue to deepen students' understanding and application of grammar and vocabulary. What will happen if it is applied to Chinese teaching? There are still many problems like this. As long as you open your heart and imagine boldly, you won't worry about not finding valuable problems you care about. As long as you can ask questions, the topic is easy to get. (3) The detailed project plan is the guarantee for the success of the project research. I have heard experts engaged in scientific research say more than once that once the project plan is made, the project will be half successful. Basic framework of the design scheme: (1) project name (2) proposal of the problem (3) basis and hypothesis of the study (4) content of the study (5) method of the study (6) object of the study (7) steps of the study (8) guarantee of the study (9) prediction of the result (10) research group. Investigation is a method to collect relevant materials about the actual situation of the research object through questionnaires and interviews, so as to find problems and explore laws. The basic steps are as follows: selecting the survey object → determining the survey object → selecting the survey method → making the survey plan → conducting the survey → analyzing the survey data → writing the survey report. Literature research method is a research method to find out the essential attributes of things by consulting, analyzing and sorting out literature. Literature includes books and magazines, electronic resources, archives, conference materials, etc. The basic steps are: establishing the subject → collecting the literature → reading the literature and taking notes → analyzing the literature → drawing conclusions and refining opinions. Experimental method refers to the experimental method of natural science, and adopts "hypothesis-verification" activity in educational practice. The basic steps are: putting forward the research hypothesis → selecting the experimental object → pre-testing → starting the experiment → post-testing → statistically analyzing the test results → writing the experimental report. Case teaching method is a process of finding out some active educational methods on the basis of understanding, understanding and analysis with specific cases, examples and lessons as the research objects. The basic steps are: establishing cases (such as teaching design) → presenting the process of case occurrence (such as teaching records) → analyzing and diagnosing cases (such as teaching reflection) → summarizing and drawing inspiration. Action research method Action research is a reflective research conducted by participants in the social situation (educational situation) in order to improve their rational understanding of social (educational) practice and strengthen their understanding of practical activities and the background on which they depend. Steps: Plan → Action → Observation → Reflection. Action research can be understood as finding a topic from the actual work needs, and conducting research with the participation of practical workers or researchers in the actual work process, so that the research results can be understood, mastered and applied by practical workers, thus solving practical problems and changing social behavior. To achieve "no action, no research, no research, no action" Narrative research method The so-called narrative research is a research method that grasps the story characteristics of human experience and presents the research results in the form of stories. Its basic steps are: determining the research question → selecting the research object → conducting observation interviews (describing events) → sorting out and analyzing data → writing a research report (teaching reflection). Narrative research can let teachers see the meaning of common things. By describing what problems they have encountered, how to treat them and how to solve them, let them reflect on their educational life, improve their educational practice and rebuild their educational life in reflection. It must be noted that in education and scientific research, it is difficult to obtain scientific research results only by using a single method, and each method has its advantages and limitations. Using a single method, only part of the information can be obtained, and many other useful information is omitted, so it is difficult to make a comprehensive and accurate conclusion. Therefore, it is advocated to use one method comprehensively, or to use several methods together, or to study with one method as the main and other methods as the auxiliary. For example, when conducting an investigation, we mainly obtain a large amount of data through questionnaires, but we also need to supplement them with interviews to make the conclusions more reliable and informative. (V) Presentation form of research results Research results can be divided into reports and action practices. Reports mainly include: 1. Final report: Final report is a practical report style specially used for the final acceptance of scientific research topics. It is an objective, comprehensive and true description of the scientific research process and achievements by researchers after the research. It is the most important material in all research materials and the main basis for scientific research acceptance. 2. Philosophical papers: use profound philosophies and rigorous logical arguments to explain problems, which are generally applied to theoretical research results. It is required that the arguments are clear, the arguments are conclusive, the discussion is rigorous, and the formation process of theoretical viewpoints and systems is clearly displayed. Also known as academic papers. 3. Experimental report: In educational research activities, for a practice or an educational problem, use experimental research methods to observe, analyze, synthesize and judge it, record its process and results truly, systematically and scientifically, and write articles, which is the educational experimental report. 4. Experience summary: analyze, process, make and sort out educational experience activities and experiences, form a more systematic and logical understanding, and raise it to the height of educational theory, thus revealing the objective laws of educational practice. 5. Investigation report: a written report written after studying relevant educational issues by means of observation, measurement, collection and inquiry according to the needs and expected purposes of educational practice. Researchers can conduct on-the-spot investigation or indirect investigation. 6. Education review: articles commenting on education and teaching ideas, phenomena and cases. Action practice mainly includes: 1, and research journal: it records what teachers observed, felt, explained and reflected. 2. Educational narrative: Some brief records made by teachers in the process of using narrative methods to conduct action research also refer to the research results formed by teachers using narrative methods to write in action research. 3. Educational cases: Teachers show cases in the form of cases through certain thinking processing, which is a process of re-understanding and sorting out their own thinking. 4. Teaching examples: emphasize the detailed enumeration of classroom facts and brief evaluation or reflection. 5. Teaching reflection: think critically about a teaching experience in the teaching process, affirm the desirable practices and analyze the reasons, find out the existing problems and analyze the reasons. 6. Audio-visual works: Audio-visual materials recorded or filmed in the course of research. Third, eliminate some unhealthy phenomena in current education and scientific research. After some projects were established, no substantive research was carried out, resulting in the situation of "cannon" at the beginning of the project, "empty gun" at the end of the research and "dumb gun" at the end of the project. In 20 10, Anhua set up as many as 47 projects in the whole city, and only 3 participated in the conclusion. As soon as the data was released, the audience was in an uproar, but in these three projects, the development and utilization of school-based teaching materials in Qingtang successfully concluded the topic and won the third prize in the online referendum. 2. People are overstaffed and empty-handed. After the project was established, the members of the research group did not implement the division of labor. People are overstaffed, the research group exists in name only, only one or two people do something, others enjoy the results in name only, and there is almost no valuable information at hand after the project is completed. 3. Pay attention to form and ignore process. It is understood that many topics are just to start the topic in a hurry and end the topic quickly. There is no process, and the conclusions in the conclusion report are all in advance. The usual practice is: take a few classes, write a few articles, find a few related articles on the Internet and piece them together for your own, or even stir-fry rice with what you have done in the past, put on new concepts, label it with new labels, and sublimate it. It claims to have solved a major problem, which is far-reaching and nominal, but in fact, this kind of topic is often difficult to finish, and even if it is barely finished, it is of little value. 4. Follow the trend and lack innovation. There should be innovation in the research of the subject, innovation is not following the trend, books should be read, experts' theories should be learned, and research methods should be learned, but we can't always stay at the level of "retelling". In order to make experts' ideas and methods take root, blossom and bear fruit, it is necessary to make the content of the subject research close to the practical problems encountered in teachers' teaching practice, and the scope should not be too wide or too broad, and the goal should not be too high or too mysterious. The best research method is to focus on micro-research to solve specific problems. The research process should be closely related to improving and improving teachers' own teaching ability. Strategies and methods should be convenient for teachers to establish a relationship with their own teaching practice, so that what comes later becomes the object and process of school-based research, and teachers should not be discouraged. Once the "school-based" things are true, this research has the value of existence. 5, behind closed doors, lack of guidance. We see that front-line teachers are generally working alone in projects and have not formed a research team. In my opinion, to make research have vitality, we must get support from all sides. A successful project research is inseparable from the support of experts. Whether the project is successful in the end, the most realistic thing is whether the project you have done has won an award or not, and it must be recognized by experts. Therefore, it is necessary to communicate with teaching researchers and scientific research experts and get their guidance as much as possible to make the research topic more rigorous and scientific. "The bench will be cold for ten years, and the article will not be empty." This couplet by Mr. Fan Wenlan tells us that we should first be prepared to sit on the bench for ten or even twenty years, overcome unimaginable difficulties with perseverance, and establish firm confidence and determination. This is exactly the spirit we should have when doing research. Consider it encouragement!