1, learn what? -How to determine the research topic?

All scientific research begins with problems-problems are topics; Teaching is research (mastering methods is very important, otherwise it is not research); Progress and achievement are growth.

Educational research topics mainly come from two aspects:

A source of practice-objective or potential practical problems in education and problems existing in education and teaching practice itself.

The contradiction between education and teaching and the outside (teachers and parents, teachers and schools, schools and society, education and social development).

B theoretical sources-problems revealed by existing educational theories and gaps and contradictions in the theoretical system (for example, the process of the article "Cold Thinking on the Integration of Information Technology and Curriculum").

2. How to demonstrate the research topic?

Since you have chosen a subject, you should know all about it. Understand the research status of this topic at home and abroad, including the achievements and existing problems, and understand the theoretical system to which this topic belongs. A comprehensive understanding of the subject can make us take fewer detours in the research process and establish the main direction of research. This is what we often say: "Know yourself and know yourself, and you will win every battle."

How to demonstrate a topic? The demonstration of a subject is mainly to clarify the following questions:

A. What is the nature and type of the problem to be studied?

B. what is the practical significance of the problem to be studied? Its theoretical value (that is, what breakthroughs are expected in theory? )

C. what research results have been achieved on the issues to be studied? What is the research direction?

D. analyze the conditions of the studied problem.

E. What are the research strategies and steps?

F. What are the results of the study and their manifestations?

3, the basic methods of educational research are:

(1) observation method (2) investigation method (3) test method (4) action research method (5) literature method (6) experience summary method (7) case study method (8) case study method.

⑼ Experimental method (in the research process of a subject, more than two methods are often used according to different research purposes and requirements).

3. 1 observation: in order to know the truth, we can find the essence and law of a phenomenon.

Steps of observation method: the implementation of observation method is divided into the following three steps, one of which is the design of observation research, which can be divided into the following aspects:

3. 1. 1 for general investigation and exploratory observation.

The purpose of this step is not to collect materials, but to grasp the basic situation so as to plan the whole observation process correctly. For example, to observe a teacher's teaching work, we should go to school in advance to learn about the teacher's work, students' situation, relevant environment and conditions, and so on. This can be done by talking with teachers and school leaders and consulting some related materials, such as teaching plans, teaching diaries, students' homework and lectures.

3. 1.2 Determine the purpose and center of observation.

According to the characteristics of the research task and research object, what problems should be considered, what materials and conditions are needed, and then make clear provisions. If this provision is not clear, observation cannot be concentrated and the result cannot be in-depth. Don't have a few observation centers, and don't have a wide range. All observations should be made around a center. If you have to observe several centers, then observe them in groups and cooperate with each other.

3. 1.3 Determine the observation object

First, determine the overall scope to be observed;

The second is to determine the case object to be observed;

The third is to determine the specific items to be observed.

For example, in our spare time, we want to study the business and culture of the graduates of secondary normal schools or junior colleges newly assigned to teach in primary schools, so the overall observation is the new teachers who have worked for one or two years. Within this overall scope, we will decide which primary schools to observe and which teachers in which teaching and research groups to observe. After the specific observation list is determined, the time, place and specific observation items to be observed shall be determined.

3. 1.4 Make an observation plan

In addition to defining the purpose, center and scope of observation, as well as what problems to understand and what data to collect, the observation plan should also arrange the observation process: observation times, density, duration of each observation, and how to ensure the normality of observation phenomena.

3. 1.5 planning and preparing observation means

Observation means generally include two kinds:

The first is the means to obtain observation data; The first is the means to save observation data.

The main means to obtain observation data is human sensory organs, but sometimes some specially set instruments are needed to help observation, such as observation screens, computer terminal equipment, and more advanced ones such as action reactors. These instruments mainly play two roles: ensuring the objectivity of observation and improving the accuracy of observation.

The human brain is a natural organ for storing data. However, this kind of preservation method, which is related to the observation subject, lacks accuracy and persistence, and cannot realize the objectification of data. Therefore, people first use characters, graphics and other symbols, and then use photography, audio recording, video recording and other technical means to accurately and comprehensively record the instantaneous events, events and feelings in the observation process in a permanent way for repeated observation and analysis of data.

Either way, preparations should be made before the observation, and the functions of the instruments used in the observation should be checked in advance to ensure that there are no obstacles in the use process. For observers, it is necessary to master the basic methods of using instruments and know what to do in observation. A camera is not enough to shoot a class in detail and comprehensively. Observers should prepare several cameras and divide their work in advance. Even the observation records should be designed in advance. Print the items that must be recorded on the recording paper according to a certain format, or agree on some recording symbols to minimize the time of writing words when recording on site.

We take middle school students' classroom behavior records as an example, as shown in Table 5- 1. In the following table, according to the research needs, the researcher lists the behaviors that he thinks students may have in class. However, it is estimated that the list will not be complete, so some space is reserved for observers to use when necessary. If researchers want to ask others to help them observe, they must clearly explain the specific meaning of each project and the handling methods in case of emergencies in advance, and ask them to be familiar with the location of each project. To be on the safe side, you can also do several observation exercises before formal observation to help observers get familiar with the contents of the table; If defects are found in the table, they can be adjusted before formal observation.

3. 1.6 specifies the uniformity standard.

In order to increase the objectivity of observation, facilitate the measurement and evaluation of various phenomena, facilitate the quantitative representation of observed phenomena, and enable the observation results to be checked, compared, counted and integrated, it is necessary to consider various factors that may be involved in one's own observation in advance and set a unified standard for each factor. Every time we observe or observe the same phenomenon, different observers should adhere to a unified standard to measure it. This is mainly because different research projects often involve different standards. For example, some involve unit problems, such as how to measure the knowledge quality of students' grades; Some involve definition issues, such as how to identify it as a violation of discipline; Some involve calculation methods, such as how to register and express the frequency of conflicts between students and so on. For similar problems, unified regulations should be made in advance.

3. 1.7 Put forward the observation outline paragraph by paragraph.

On the basis of the observation plan, a specific outline should be put forward for each observation or each paragraph (several observations with the same nature and content make up a paragraph), so that the observer can be very clear about the purpose, task and materials to be obtained for each observation. The observation outline can include specific problems to be solved in this observation, and should be put forward after careful consideration on the basis of previous observation. Tables can also be used to help classify statistics.

Observe the actual process, analyze and study, and draw some conclusions. Maybe it can form a research topic.

3.2 Survey methods:

The same purpose is to know the facts, analyze the facts, draw a conclusion and confirm a problem, so as to improve the work (including improving the research methods) or form a new research topic.

Including questionnaires, interviews, etc. Understand the facts, analyze the situation, study it carefully, draw a conclusion, and find a solution or a plan for further research.

Illustrate the operation process of investigation method with examples:

Main steps of sampling survey

In actual sampling operation, the whole process can be roughly divided into the following steps:

1. Determine the purpose of the investigation (determine the problem and form a hypothesis; Verify the hypothesis through investigation, clarify the problem and draw a conclusion).

2. Determine the sampling population. The sampled population should be consistent with the population (target population) who obtained the information. The conclusion drawn from the sample is applicable to the sample population, and the applicability beyond this range depends on the difference between the sample population and the target population.

3. Determine the data to be collected. Generally, only data related to the purpose of the survey are collected, and long questionnaires will reduce the quality of answers.

4. Select the sampling method. At this time, which unit in the population can basically be decided as an individual.

5. Prepare the sampling box. Such as school directory, student roster, etc.

6. Determine the required accuracy. Because the sampling survey infers the population from the sample, there will be some uncertainty. Generally, relative error or absolute error is required at the probability level.

7. Estimate the sample size and cost.

8. Sampling test, fill in the questionnaire as small as possible, and make some necessary improvements.

9. Organize field investigation. Investigate according to the sampling plan. Check the quality of the questionnaire in time. There should be a solution to the table that does not answer.

10. Analyze the data according to the sampling method used.

1 1. Other analysis methods can be used to compare the same data.

12. Write the investigation report. Preserve population information, which may guide future sampling surveys.

For educational phenomena, it is sometimes difficult to carry out strict probability sampling. The following sampling methods can be considered: select some representative large units (groups) from the population and conduct probability sampling within the groups; Select individuals from small groups who are close to the researcher's impression of the average level of the group; The sample is limited to the accessible part of the population; The samples are randomly selected; The sample consists of people who voluntarily accept the investigation; Wait a minute. However, for the samples obtained in this way, we should choose appropriate data analysis methods, be cautious about the conclusions, and make full use of other information for verification and confirmation. In the study of educational phenomena, the organic combination of researchers' wisdom, experience and sampling technology is the key to obtain good samples.

3.3 Test method:

It is to describe or infer some behaviors (including: ability and achievement, personality, interest, motivation, attitude, concept, psychological needs, etc.). ); So as to consider the reconstruction strategy or scheme, or further form a new research topic.

In pedagogy and psychology, measurement is an important method of quantitative research. Its main functions are assessment, diagnosis and prediction. (For example, the "Student Self-study Ability Test (Experiment)" made by teacher XXX is to understand the degree of self-study ability of middle and senior primary school students.

The so-called measurement is the process of expressing the attributes or characteristics of an object or phenomenon with numbers or symbols according to certain laws. Test method is the main content and form of educational psychological measurement.

The objectivity of testing is the index of testing system process quality. The control of testing should have the same meaning for the same object at different times or for different objects at the same time. In order to keep the objectivity of stimulus, we must follow certain procedures to control it. (For example, before taking this test, Mr. Zhou invited me to give a speech at their parents' meeting, in order to eliminate and avoid the influence of human factors, eliminate the randomness and unreality of the test, and realize the identity of evaluation criteria).

The objectivity of inference means that different people's inferences about the same result should be consistent, and the same person should explain the same result at different times.

3.4 Action research method:

Action research method is an exploratory research method adapted to small-scale education reform. Its purpose is not to establish theories and induce laws, but to constantly explore, improve and improve work in action research to solve practical problems in education. Action research combines reform actions with research work, and is closely linked with specific reform actions in educational practice. (characterized by implementation, evaluation and modification).

The model is basically: plan-action-investigation-reflection (that is, summary and evaluation). Individual teachers are more suitable.

Another model: pre-diagnosis-collecting data for preliminary research-drawing up a master plan-drawing up a specific plan-taking action-summing up and evaluating.

From the above steps of action research method, we can find three obvious characteristics:

First, it is dynamic. All ideas, plans and schemes are in an open dynamic system and can be modified.

Second, it has a strong joint and participation, and all team members such as researchers, teachers and managers participate in the whole process of implementing the action research method.

Thirdly, in the whole research process, diagnostic evaluation, formative evaluation and summative evaluation run through the workflow of action research method.

Specifically talk about the operation method:

(1) Pre-diagnosis: The task at this stage is to find the problem. Reflect on the problems in teaching or school work, find the problems, diagnose them according to the actual situation, and get the initial idea of action change. In every step, pre-diagnosis plays a very important role.

(2) Pre-research of data collection: At this stage, a research team composed of teaching and research personnel, teachers and educational administrators is set up to conduct preliminary discussion and research on the problem, find relevant theories and documents to solve the problem, fully occupy the data, and the participants in the research discuss with each other, listen to the opinions of all parties, and make a diagnostic evaluation for the formulation of the overall plan.

(3) Draw up the master plan: This is a systematic plan originally conceived. Action research method is a dynamic and open system, so the master plan can be modified and changed.

(d) Make a concrete plan: This is a concrete measure to realize the overall plan, and it is based on the need to solve practical problems. Only with it will there be interventions aimed at changing the status quo.

(5) Action: It is the key to the success or failure of the whole research work. This stage is characterized by implementation, evaluation and modification. In the implementation of the planned action, pay attention to collecting the feedback information of each step, and if feasible, you can enter the next plan and action. On the contrary, the whole plan and even the basic idea may need to be adjusted or modified. The purpose of action here is not to test an idea or plan, but to solve practical problems. In action research, the collection and arrangement of process data is also very important.

(VI) Summary and evaluation: First of all, we should examine the research process. The contents of the investigation are as follows: 1. The background factors of the action and the factors affecting the action. The second is the process of action, including who participated in the implementation of the plan in what way, what materials were used, what activities were arranged, whether there were unexpected changes, and how to eliminate interference. The third is the result of action, including expectation and accident, positive and negative. Attention should be paid to collecting information from three aspects. Background information is the basic material to analyze the effectiveness of the plan, and process information is the test basis to judge whether the plan brings action effect and how to bring it. Results The data is the direct basis for analyzing the effect of the scheme. It is necessary to flexibly use various observation technologies and data collection and analysis technologies, and make full use of modern means such as video recording and audio recording.

Summary and evaluation are actually "reflections" on the process and results of action research. Reflection is the end of the first cycle of action research and the intermediary of the transition to another cycle. This link includes: sorting out descriptions, evaluating and explaining, and writing research reports. This is a summary and evaluation of the whole research work. At this stage, it is necessary to scientifically process the data and information obtained in the research, draw the conclusions needed for the research, and explain and evaluate the practical problems that caused this topic.

3.5 Experience summary method:

This is a common method that teachers can use. Based on the facts provided by educational practice, educational experience summary method is an educational scientific research method, which analyzes and summarizes educational phenomena, excavates existing empirical materials, and raises them to the height of educational theory, so as to better guide new educational practice activities. The key is to be able to see the essence through the phenomenon and find the law in practical experience; So as to improve their teaching better and more reasonably. Summing up educational experience should follow the following basic requirements:

First, we should pay attention to the vanguard of experience (the concept must be updated)

Second, it is necessary to comprehensively investigate and summarize the objects and fully occupy the original factual materials; And do have "points" and "faces", and combine points and faces to prevent one-sidedness from generalizing.

Third, it should be based on educational practice, and it can't be taken for granted out of thin air, which is worthless.

Fourth, we should be good at theoretical analysis.

3.6 literature method:

Classified reading related literature (including words, graphics, symbols, audio, video and other materials with certain historical value, theoretical value and data value), drawing general conclusions or finding problems and looking for new ideas.

According to the content and nature, there are No.0, No.1, No.2 and No.3. The zero-order literature is the most original material, which has not been published and has been consciously processed. Literature refers to books, papers, investigation reports and other documents that directly record events, research results, new knowledge and new technologies. Secondary literature refers to the processing and sorting of primary literature, including recording its characteristics, extracting its content points, and sorting it into systematic and easy-to-find literature according to certain methods. The three documents are comprehensive research results based on two documents, reference books and many documents.

3.7 Case study method:

Case study method is an in-depth and concrete research method for a single research object.

The object of a case study can be an individual, a group or an institution. The former is a case study of one or several gifted or poor students, while the latter is a case study of an advanced class or school. Case studies generally make a comprehensive and in-depth investigation and analysis of some typical characteristics of the research object, which is the so-called "dissecting sparrow" method.

In case study, the accumulation of raw data is very important. At the same time, case study not only stays at the level of case study and understanding, but also needs to understand the causal relationship between education and development, put forward some positive educational countermeasures and reform education and teaching methods. You can also form a hypothesis through the study of a case, and then produce a new research topic or teaching reform experiment.

The process of observing or tracking a person, several people, a group, a class, etc. Can be long or short, according to the needs, analysis and summary, through the phenomenon to see the essence, draw regular conclusions, find out the solution to the problem. (The number of case studies is small and the research scale is small; At the same time, case studies are generally conducted in an uncontrolled natural state and should not be completed in a short time. Therefore, case study is especially suitable for teachers' research. Teachers can seize one or two typical students or a class of students and conduct research in combination with teaching and educational practice. For every educator, the research object can always be found in the class, without any special treatment, and will not affect the normal educational activities.

3.8 Case study method:

What is a "case"? Chinese and foreign scholars do not have a recognized authoritative definition. It is generally believed that a case is an objective description of a specific phenomenon in real life. Educational cases are typical in educational activities. They can describe, summarize and analyze specific teaching events that reflect some internal laws of education or some teaching ideas and principles. They are usually true stories in class and true records of puzzles encountered in teaching practice. Analyze and study these "real records" to find out the roots of laws or problems, and then seek ways to solve problems or improve work, or form new research topics. In the study of case law, the researcher's own insight is the key.