Report on the questionnaire survey of education students-10 year10 9 October, I was assigned to xx Middle School for a six-week educational internship. The practice materials include two aspects: one is the educational practice of Chinese teaching, and the other is the work practice of the class teacher. During this period, I studied hard and consulted experienced teachers with an open mind, and achieved remarkable results. At the same time, I also made an in-depth investigation during my internship, aiming at the course of Chinese. I spent a lot of time in order to get the real thoughts of teachers and students, and the final survey results will be of great help to my future career.

In order to obtain comprehensive and detailed materials, I am not limited to the investigation of the classes I practice with, but also to the cross-class and grade surveys, and even to the internship schools where other students are located! . An important form of investigation is to issue questionnaires. At the same time, talk to students and communicate with teachers to better understand the situation.

Here, I would like to introduce the results of my own investigation and talk about some views on Chinese teaching and learning in middle schools. Some problems may have been described by predecessors, or teachers often talk about them, but I think this is the real experience and feelings of us interns, not just the previous theoretical understanding. I hope my knowledge can have some influence on my future work.

First of all, let's talk about Chinese teaching from the perspective of teachers.

My school is a country high school. The school is very small with 22 classes. The school ranks fourth in the college entrance examination in Xingning area, but the number of students has decreased in recent years, mainly because the number of students attending technical schools has increased, and the nearby Jiping Middle School has increased the number of high schools. Due to the influence of the economy, the investment in education in Meizhou is limited, the economic situation of the school is poor, the equipment is backward, and there are no modern educational equipment such as computers and slide projectors in the classroom. In recent years, the students in this school have poor grades, weak foundation, uneven level of students in the class and serious polarization.

My investigation found that the teaching methods used by most teachers in Chinese classroom teaching are correct and in line with the actual teaching situation. Many Chinese teachers design many questions when preparing lessons, so as to ask students and communicate with them in class. In the survey, some Chinese teachers told me that students are lazy and don't pay much attention to learning, especially in Chinese courses. They don't think that they will get high or low marks in the exam if they don't work hard, and there will be no big gap with other students, and they may not get good grades if they work hard. Therefore, when you let them go home to preview the text, most students basically don't read it. So ask more questions in class, so as to force them to watch after class. In the process of Chinese teaching, we must ask more why, on the one hand, it can make teachers and students communicate, on the other hand, it can further explore the relevant materials of teaching materials. I also used this method in practice teaching, and the effect is really good.

Some advanced teaching methods and teaching concepts are not very popular in middle school teaching at present. The important reason is that the effect achieved by this teaching method is not very dreamy. In class, most students' eyes are attracted by the big screen, and few students read any more. Students like to look at some pictures, but they remember them clearly, but they ignore the words beside them. This teaching method is also difficult to be widely used in this respect, so teachers still insist on using traditional teaching methods.

The teacher thinks that the students' Chinese scores in a class are very different and can be divided into several grades. It is almost impossible for a teacher to let all the students learn Chinese well. It depends on the specific situation of students, and there are different requirements for students according to different personal situations. Some teachers give up on students with unusually poor grades. They think it is not worthwhile to sacrifice everyone's interests because of one student's poor grades, and teachers' energy is limited. The teacher also admitted that he was biased in the teaching process, but there was nothing he could do. After all, there is a baton that binds them invisibly. Teachers can't treat students equally. It's really commendable that teachers can tell me frankly.

In the process of Chinese teaching, teachers should be more careful and meticulous in the teaching of classical Chinese, because students can't accurately grasp the learning of classical Chinese because of the big questions in the exam. In the survey, most teachers adopt the teaching method of classical Chinese, that is, let students read textbooks, read them repeatedly, let them recite them, then dredge words and explain some commonly used syntax and sentence patterns in classical Chinese. In the teaching of classical Chinese, few teachers adopt the teaching method of students' autonomous learning, and most of them give priority to explanation, which can make students better remember. However, the teaching of modern Chinese is relatively weak, focusing only on classroom analysis and not on grasping students' emotional attitudes.

In the survey, I also found that the classroom atmosphere is relatively harmonious when experienced teachers teach. The teacher said that the students in our school have poor memory and lack consciousness. If the atmosphere is too active, the class will be chaotic and difficult to control. Moreover, students' autonomous learning ability is poor and their cooperation ability is lacking. The actual effect is that they spent a lot of time when they arrived, which affected the teaching progress.

Secondly, talk about the situation of China literature from the students' point of view.

Students are interested in modern teaching methods at first, but it doesn't matter if they wait for a long time. Some students told me that the teacher didn't grasp the teaching time of polyhedron very well. Sometimes he took notes too quickly, sometimes too slowly, and the students sounded bored. Some students even say that the teacher's methods are too old, which affects the enterprising spirit of learning Chinese.

In the survey, students expect their teachers to pay attention to them. No matter the students with good grades or those with poor grades, their views on this issue are the same. In the survey, a student asked me what I think of teachers who only pay attention to students with good grades, and asked me if I would be a teacher in the future. I replied that teachers pay attention to students with good grades because they can listen to teachers, while underachievers have poor consciousness and often disobey, which naturally makes teachers unhappy. Teachers are human beings, and it is normal to have necessary deviations. But I found in concrete practice that as long as we can pay more attention to the underachievers, they will be very moved and make great progress. It seems that teachers should treat students equally and encourage underachievers, which is very important for the communication between teachers and students. Good communication is conducive to teachers' better teaching and students' love of learning the courses you teach.

Some students say that when learning Chinese, some teachers can't add a lot of extra-curricular knowledge, but they can understand the information in the lecture book. If teachers are always like this, they will think that such teachers are not so good and their level is low, so they will ignore their explanations. Over time, students' Chinese scores will decline. They expect teachers to talk about something related to the current society in class and supplement some extracurricular knowledge.

Most students like humor in class and don't like teachers who criticize students and get along well with them. They all expect teachers to pay more attention to themselves, even students with poor grades, and this desire is even stronger than other students. They expect teachers to know more about their real thoughts, forgive their rebellious mentality and make good friends with them, instead of treating them with a condescending momentum. Moreover, some students like to pay attention to teachers and are interested in teachers' clothes and some things that happen in their daily work. It seems that, as teachers, we should communicate with students in time and understand their real thoughts in order to carry out our work better in teaching.

In addition, some students said that it is difficult to understand the information in the new textbook of Guangdong Education Edition. I think the textbook is mainly aimed at students in big cities, which is close to the experience of students in developed cities, and students in mountainous areas have less experience, so it is difficult to grasp their feelings.

School ends at 4: 20. Because it is early, students have nothing to do during this time. Although the students (the classic model essay of professional investigation report) said that the exam was stressful, they couldn't do many questions and didn't take the time to study. Usually, I seldom ask my classmates and teachers after class, which is also a big reason for my poor grades.

After the above investigation, I think that in the future Chinese teaching, teachers should pay attention to the following issues:

First, cultivate students' interest in learning Chinese. Only by increasing students' interest in the subjects can they improve their grades quickly. Teachers can organize more Chinese activity classes so that students can actively participate and realize the importance of learning Chinese in self-participation. Teachers can give more vivid examples in class, so that students can have intuitive feelings, not just boring theoretical understanding. The analysis of the text should be simple, and the examples can be close to life, which is what is happening now and what people are concerned about, so that students can discuss it better and further improve their interest.

Third, treat students equally and appreciate every student. No matter whether students' grades are good or bad, teachers should fully respect students' personality, which is also the basic requirement of a qualified teacher. At present, when we talk about respect, we not only ask students to respect teachers, but also ask teachers to respect students. As teachers, we should understand that only by respecting students can students respect you better. In addition, students with poor grades should be encouraged to study actively. Such students should be praised in time as long as they make progress. Praise is a good way to promote the progress of poor students. In the usual teaching, we should criticize students as little as possible and give priority to encouragement. Even if you criticize students, you should pay attention to methods, and the language should not be sharp and mean, so as not to hurt students' self-esteem. I'm afraid it's hard for the teacher to apologize to the students for criticizing the mistakes. In fact, students' endurance is not worse than that of teachers. Teachers who sincerely admit their mistakes to students may be more respected by students. I felt this way when I was investigating.

Fourth, in addition to doing their own job, I think Chinese teachers can participate in some activities organized by students. Communicate with students in participation, understand students' real thoughts, affirm students' organizational achievements, and thus better integrate with students. Take the initiative to talk with students, make good friends with students, eliminate the gap between teachers and students, and promote the better development of education and teaching.

In a word, the above is the situation of my internship investigation. Some of these views may be incorrect, but after all, this is the result of my actual investigation. I will learn from the practices of some excellent teachers and apply them to future teaching in combination with my actual level. I think as long as I can persist in an enterprising attitude, learn more about the teaching situation, emancipate my mind, seek truth from facts and keep pace with the times, I will definitely become a qualified people's teacher in the near future. I hope my idea can come true.

Finally, thanks to the teachers and students who gave support in this survey!

Report on the questionnaire survey of educating students. survey

In September, 20xx, I investigated students' learning psychology in a provincial middle school as an intern. The investigation provides an objective basis for understanding the learning psychology of middle school students, grasping the current learning psychological trend of middle school students, deepening the teaching reform, the essence of education and teaching, the effectiveness of education and teaching, and implementing new ways of quality education.

Second, the survey method

1, the learning psychology of middle school students

2. Current psychological characteristics of middle school students.

3. The causes and countermeasures of middle school students' learning psychology.

The student questionnaire covers four aspects: educational values, learning, learning needs and learning purposes. The questionnaire survey in the Sixth Middle School sent out 80 questionnaires and collected 70 questionnaires, which was close to the dream of efficient sample size.

Third, the survey results.

Analyze the questionnaire survey of students and the characteristics of the times of middle school students' learning psychology.

(A) Analysis of the current situation of middle school students' learning psychology

1, educational values

The survey shows that college students and middle school students have more educational value. 74% students' learning function is their own quality, 10% students' learning function is to enter universities, and 16% middle school students' research.

The survey also shows that the educational values of middle school students have economic and social characteristics. The economic income of young people is directly proportional to their education level. 65% students earn more than college students, 25% students earn more than high school graduates, and 8% students earn more than junior high school graduates.

2. Learning

The survey results show that 67% of students have a high enthusiasm for learning, 24% have a moderate enthusiasm for learning, and 9% are afraid of learning. What does it matter? College entrance examination? Desalination of consciousness is relative It is worth noting that the number of students who are afraid of learning accounts for one. Moreover, in the survey, 90% of the students have it? The most disgusting course? . The reason why students are afraid to learn or hate some courses is closely related to teachers' teaching methods; It is closely related to the practical value of this course. The survey results show that 86% of the students are enthusiastic about Chinese, mathematics, physics, chemistry and other disciplines closely related to real life and practicality, and are not interested in history, geography, biology, English and other disciplines with strong academic performance. Among the courses that students hate, English is the core course in junior high school, with 45% students? Life after English is almost useless? .

3. Learning needs

At present,? Major? This is a hot topic for teachers and students. In the survey, college students, right? Major? Yes, 92% students are interested, and 52% students expect teachers. 78% students expect to learn more practical scientific and technological knowledge, so as to help their future life and work.

4. Learning purpose

The survey results show that 99% of students plan to go to college after graduating from high school.

(B) the current psychological characteristics of middle school students.

The survey shows that the learning psychology of middle school students is different from that of the past.

1, educational value orientation, pragmatism, utilitarianism

Adults in middle schools realize that the value of education lies in the comprehensive quality of help, so that they can acquire the cultural and scientific knowledge needed for survival and life and compete in the future society. On this basis, students with excellent family economic conditions are committed to pursuing higher education.

The two characteristics of middle school students' educational values are pragmatism and utilitarianism. Middle school students are increasingly eager to pursue the economic value of future educational output. Middle school students measure the value of the courses they study from the perspective of economics, and then decide the degree of effort in different courses. It requires more life and production practice and more practical technology in course teaching.

The cognitive, analytical and deterministic skills of middle school students are neither mature nor stable. In fact, many middle school students' educational values are confused. The reasons are as follows: more and more college students find it difficult to find jobs, which makes them lose confidence in entering universities; Highly academic cultural courses in middle schools are difficult to meet students' demand for vocational skills, and it is difficult to generate intrinsic stimulation and interest-driven learning. The reason is that more and more students are tired of learning.

2. There are many vertical and horizontal learning needs.

In the survey, the differences of middle school students' personal learning foundation, educational values and expectations for the future make their learning needs more vertical and horizontal. Vertical multi-level learning needs mean that students have different requirements for the depth of knowledge they have learned. Students who are employed after graduating from high school only require basic knowledge; Students in higher vocational colleges or art colleges require moderate teaching difficulty and moderate academic performance; Students who pursue college education demand that they have learned a lot of knowledge and achieved excellent academic results. The horizontal demand of learning mostly means that students have broad requirements for the breadth of knowledge they have learned. It requires not only learning academic course knowledge well, but also cultivating professional and more practical technology.

3, the purpose of learning, but subjective and sexual.

The questionnaire survey of students proves that 89% of students' learning goals. The comparative analysis of the questionnaire and the investigation of the students themselves show that there are serious subjectivity and uncertainty in the learning purpose of me and the students. The subjectivity of students' learning purpose lies in recognizing the difficulty of future urban employment. However, the idea of such a large group is extremely unrealistic. In addition, 40% students expect to be successful in their future career. The uncertainty of students' learning purpose is mainly the inconsistency between thought and action. The survey results show that more than 37% students who take the college entrance examination are not sexually active in their studies, but passively waiting for their studies.

Report on the questionnaire survey of students majoring in education. survey

From June+10, 5438, I made a survey on students' learning psychology in a key middle school where I was an intern. Through investigation and study, the learning psychology of middle school students is preliminarily understood, which provides an objective basis for accurately grasping the current learning psychology of middle school students, deepening teaching reform, enhancing the pertinence of education and teaching, improving the effectiveness of education and teaching, and exploring new ways to implement quality education.

Second, the specific objectives and methods of the investigation

(1) Specific objectives

1, the learning psychology of middle school students

2. Current psychological characteristics of middle school students.

3. The causes and countermeasures of middle school students' learning psychology.

(2) survey methods

The student questionnaire covers four aspects: educational values, learning attitude, learning needs and learning goals. The questionnaire survey was conducted in No.6 Middle School, and 80 questionnaires were sent out, and 70 valid questionnaires were recovered, which was close to the dream number of efficient samples.

Third, the survey results.

According to the analysis of students' questionnaires, the learning psychology of middle school students has obvious characteristics of the times.

(A) Analysis of the current situation of middle school students' learning psychology

1. The survey of educational values shows that most middle school students have clear educational values. 70% of students think that the function of learning is to improve their own quality, nearly 20% think that the function of learning is to get into college, 10% of middle school students have never studied.

The survey also shows that the educational values of middle school students have significant economic and social characteristics. They think that the economic income of young people is directly proportional to their education level, among which nearly 60% students think that college students earn more money, nearly 20% students think that high school graduates earn more money, and more than 10% students think that junior high school graduates earn more money.

2. Learning attitude

The survey results show that more than 60% of students have a high enthusiasm for learning, more than 20% have a moderate enthusiasm for learning, and more than 10% are afraid of learning. This has nothing to do with them? College entrance examination? Desalination of consciousness is consistent. It is worth noting that the number of students who are afraid of learning accounts for a considerable share. Moreover, we also found in the survey that less than 90% of students have self? The most disgusting course? . The fundamental reasons why students are afraid to learn or hate some courses are: First, they are closely related to teachers' teaching methods; Second, it is closely related to the practical value of the course. The survey results show that more than 80% students are enthusiastic about Chinese, mathematics, physics, chemistry and other courses closely related to real life and practicality, but are not interested in history, geography, biology, English and other courses with strong academic nature. Among the courses that students hate, English is one of the core courses in junior high school. What do 4xxxx students think? English is almost useless for our future life? .

3. Learning needs

At present,? Major? This is a hot topic that both teachers and students are concerned about. In the investigation, we found that most students were right. Major? Have a correct understanding. Among them, 90% students have self-interest goals, and 50% students expect to be guided by teachers. At the same time, 70% students expect to learn more practical scientific and technological knowledge, which will help them in their future life and work.

4. Learning Purpose 90% of students have the desire to go to college.

(B) the current psychological characteristics of middle school students.

The survey shows that the learning psychology of middle school students is obviously different from that of previous middle school students.

1. Educational values tend to be diversified, pragmatic and utilitarian.

Most of them have realized that the important value of education lies in helping them improve their comprehensive quality, enabling them to master the basic cultural and scientific knowledge needed for survival and life, thus enhancing their competitiveness in the future society. On this basis, some students with good family economic conditions and excellent grades are committed to pursuing higher education.

The other two characteristics of middle school students' educational values are pragmatism and utilitarianism. Middle school students are increasingly pursuing failure.

Many of them measure the value of their courses from the perspective of economics, and then decide their efforts in different courses. They demand that the course teaching should be more connected with life and production practice, and more practical technologies should be infiltrated.

We understand that the cognitive, analytical and deterministic skills of middle school students are neither mature nor stable due to the limitation of age and knowledge. In fact, a considerable number of middle school students' educational values are confused. The reasons are as follows: firstly, more and more college students find it difficult to find jobs, which makes them lose confidence in entering universities; Second, the highly academic middle school cultural curriculum is difficult to meet the students' demand for vocational skills, and it is difficult for them to have intrinsic stimulation and interest-driven learning. These reasons make more and more students tired of learning.

2. Vertical multi-level and horizontal multi-objective learning needs.

In the investigation, we found that the learning needs of middle school students have the characteristics of vertical multi-level and horizontal multi-objective due to the differences in personal learning foundation, educational values and expectations for the future. Vertical multi-level learning needs mean that students have different requirements for the depth of knowledge they have learned. Students who are ready for employment after graduating from high school only need to master basic knowledge; Students preparing for higher vocational or art colleges require moderate teaching difficulty and moderate academic performance; Students who pursue university education are required to master what they have learned to the maximum extent and achieve excellent academic results. The horizontal multi-objective of learning needs means that students have extensive requirements for the breadth of knowledge they have learned. They require not only to learn the knowledge of academic courses well, but also to fully cultivate their own specialties and master more practical technologies.

The purpose of learning is clear, but it is subjective and uncoordinated.

The questionnaire survey of students proves that 80% students have a clear learning purpose. However, through the comparative analysis of questionnaires and the investigation of students themselves, I found that students' learning goals are seriously subjective and uncoordinated. The subjectivity of students' learning purpose is prominent at present: they have realized the difficulty of entering the city for employment in the future. Obviously, it is extremely unrealistic for such a large group to have such an idea. In addition, 40% students expect to succeed in their future career. The disharmony of students' learning purpose is mainly manifested in the disharmony between thought and action. The survey results show that quite a few of the 30% students who are about to enter the university do not show corresponding aggressiveness in their studies, but show a passive waiting attitude.

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