First, how to demonstrate the topic Since the topic has been selected, we must fully understand all the situations of this topic. 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? To demonstrate a topic is mainly to clarify the following questions: 1. What is the nature and type of the problem to be studied? 2. What is the practical significance of the problem to be studied? Its theoretical value (that is, what breakthroughs are expected in theory? 3. What are the research results and research directions of the problems to be studied? 4. Analyze the conditions of the studied problem. 5. What are the research strategies and steps? 6. What are the results and performances of the research? The project demonstration report can be used to fill in the opening and preface of the project application form or scientific research paper. Second, how to form a research hypothesis What is a research hypothesis? The so-called research hypothesis is to imagine one or more possible answers and conclusions to the subject to be studied according to the existing scientific theories and facts. What form does the research hypothesis take? We have learned what "proposition" is in junior high school mathematics. The general form of "proposition" is: "If …, then …". The part of "if ……" is called the condition of the proposition, and the part of "then ……" is called the conclusion of the proposition. For example: "If students actively participate in classroom teaching activities, then his academic performance will be further improved"; "If hierarchical and progressive teaching is implemented in classroom teaching, the learning effect of students at all levels can be improved as a whole"; "If modern educational technology is reasonably used in teaching, then the teaching quality can be improved" and so on. These are all "propositions". The conclusion of a proposition may be correct or called true, or it may be wrong or called false. For a discipline, its research hypothesis is a proposition. For example, the above example can be regarded as a research hypothesis of a discipline. As mentioned above, it is normal that a topic sometimes has one or several research hypotheses. Generally speaking, the research hypothesis of a discipline should provide or stipulate its research direction and nature, make a clear prediction of the research results, and provide a predictable regulation and framework for designing research plans. A good research hypothesis should have the following characteristics: ① scientific. That is, based on certain theories and facts, rather than unfounded speculation and subjective assumptions. Last issue mentioned that "perpetual motion machine" is a proposition without scientific basis. ② Testability. That is, the conclusion of research hypothesis is testable, and testable hypothesis is a necessary condition for scientific research hypothesis. Testability means that the research results can be repeated under the same conditions and can prove the existence and reliability of the same conclusion. ③ Predictability. The assumptions of the project should have predictable results. Third, how to determine variables and classify them according to assumptions. In the last lecture, we have made it clear how to form the research hypothesis of a topic. When forming the research hypothesis, the conditional part and the conclusion part are actually macro variables. The so-called variable is a variable quantity, and variables are divided into independent variables, dependent variables and irrelevant variables. Independent variable is the cause variable of hypothesis. Is to study the quantity that causes the change of the result. For example, with the passage of time, small trees are constantly growing. In the process of this change, time is one of the many independent variables that lead to the growth of small trees. For another example, in the topic "Using modern educational technology to optimize classroom teaching structure and improve teaching effect", the application of modern educational technology is one of the independent variables in this topic, because its application (the change of teaching means) has caused changes in teaching structure and teaching effect. For another example, in the title: "Implementing hierarchical and progressive teaching to improve teaching quality", its independent variables are: ① Students are stratified; (2) target stratification; ③ Hierarchical teaching; ④ Hierarchical guidance; ⑤ Layered operation; ⑥ Hierarchical evaluation. Dependent variables are hypothetical result variables. In other words, the change of an event result is caused by the change of independent variables, and the change of this result is the dependent variable. For example, in the example of small tree growth above, "the height of small tree" is the dependent variable. In the second example, the change of teaching effect is also a dependent variable. In the third example, its dependent variables are: ① students' knowledge level, ② students' learning attitude, ③ students' ability level, which has nothing to do with our research, but it has certain influence on our research during the implementation of the research. Irrelevant variables are also called control variables, because although they are not the variables we want to study, they play a certain role in the research process, which sometimes interferes with our analysis of the research results, so we control these variables as much as possible. For example, I want to study the topic of "the growth rate of small trees below 30cm every month in a year", because it involves many factors, such as whether the quality of land has changed, whether the natural environment has changed and so on. If fertilization is applied every month of the year, the tree height data obtained will not only be the amount caused by time change; If it rains continuously in the first two months of a year and the middle three months are once-in-a-century dry weather, which is very different from the climate in previous years, then the measured data of tree height is difficult to explain the problem. Therefore, it is necessary to control these variables and let them grow according to the normal changes of the four seasons. For example, in the second example above, the change of teaching effect may also be caused by factors such as the improvement of students' understanding ability with age, or the teacher's strengthening of students' knowledge training before the exam, or the school's strengthening of class management this semester, which makes students' learning enthusiasm improve. If these factors lead to the improvement of teaching effect, then our research results can not explain the problem. Therefore, it is necessary for us to control these variables that are not what we want to study and minimize their influence on the research results. The third example mainly controls students' academic time and teachers' teaching time. In the research process of a subject, in addition to the three variables mentioned above, there is sometimes a variable between independent variables and dependent variables, which we call intermediary variables. For example, in the course of "Implementing Hierarchical Progressive Teaching to Improve Teaching Quality", teachers' teaching philosophy and teaching plan design, and teachers' skills and level of implementing hierarchical progressive teaching are intermediary variables. Because, by participating in the research of the subject, teachers' educational and teaching concepts have changed, the skill level of hierarchical and progressive teaching has also been improved, and the design ability of teaching programs has been continuously strengthened. Due to the changes of these factors, it also acts on hierarchical progressive teaching and promotes the improvement of teaching quality. Therefore, some variables like this should be classified as intermediate variables. In a project, it is generally necessary to distinguish which are independent variables and how many are there, and at the same time, how to put them in as planned should be considered. What are the dependent variables, how many are there, and how to measure and collect data? What is the intermediate variable? Still have intermediate variables? How to measure and collect relevant data and information? Which variables are irrelevant, we should also consider whether or how to control them.