Research learning implementation
Part 1: Research Implementation Plan
Research-based learning is a learning activity in which students choose and identify topics under the guidance of teachers, and actively acquire knowledge, apply knowledge, and solve problems in the research process. The most fundamental goal of research-based learning is to cultivate students' learning ability. It is a new type of education and teaching model and talent training mode. It changes students' learning styles based on teacher-only knowledge, and builds an open learning environment for students. Gain knowledge and integrate the acquired knowledge into practical opportunities to promote positive learning attitudes and good learning strategies, and foster innovative spirit and practical ability.
I. The goal of research learning
1. Inspire interest in observing life, discovering and exploring problems
Primary school students should contact and understand nature and society through self-exploration learning activities, actively observe and think about the natural phenomena and social phenomena around them, and enjoy their own hands-on brain exploration and problem-solving pleasure through simple operation and practice. Preliminary experience, stimulate interest in the exploration of natural and social issues, and initially develop a psychological tendency of good observation, good questioning, and good inquiry.
2. Initially learn to observe and discover, develop the ability to explore problems
Through research-based learning, primary school students should initially learn to observe things in different ways, discover problems, and develop the ability to conduct independent research on problems. Including: carefully observing and asking questions for things in a specific situation; forming simple inquiry ideas for the questions explored, and implementing inquiry in their own way; learning to use simple tools and equipment to collect basic information, data, and information And the data to make a simple but reasonable explanation or answer to the question; use the clear words to communicate with the peers the process and experience of observation, thinking, and inquiry, and show the results.
3. Form a preliminary awareness of cooperation and sharing
Primary school students should be willing to help each other in their learning activities, not only division of labor and cooperation; overcoming dependence or pride, developing the consciousness of earnestly completing tasks; forming initial ability of interpersonal communication; loving the collective, willing to communicate and share information with peers, Creativity and results.
4. Form an attitude of respecting science and earnestly practice and study hard
In research-based learning, it is necessary to form a habit of respecting objective laws and develop a habit of seriously thinking about everything. It is bold to imagine, and can practice, try, and explore seriously; not afraid of difficulties and setbacks, not easily giving up exploration; Reflection and self-evaluation; learn to respect the opinions and opinions of others.
Second, the content of research learning
1. Research methods. This is the basic content of research-based learning, mainly from the teaching of teachers and the research process of students.
2. The various knowledge and skills accumulated during the research process are related knowledge and skills involved in the development of research.
3. Various experiences and experiences acquired during the research process. This is the subject of research-based learning content and can only be obtained through perception during the research process. The content of the above three levels is the carrier of the content through the research topic. Through the selection and organization of the subject, the students acquire research methods, the improvement of their abilities and attitudes, and various experiences. The selection and organization of the topics become the main content of research learning. way.
Third, the organizational implementation system and responsibility of research learning
The implementation of the curriculum for research study involves five levels from school to student.
1. The school curriculum construction leading group.
Leader: Wenzhong
Deputy Team Leader: Zhou Zhi is responsible for overall leadership, formulating curriculum implementation plans and rules and regulations, coordinating and coordinating all aspects of work, and providing guarantees for the school to open courses.
2, the teaching office, teaching and research group, the Young Pioneers Brigade.
Based on the teaching office and teaching and research group, it is responsible for formulating specific teaching plans, organizing the daily operation of the curriculum, conducting teacher training, checking the implementation of the curriculum, and providing consultation and guidance for teachers and students on scientific research methods. The brigade department works closely with the teaching office to be responsible for the organization and management of students in research activities, and the contact and coordination with the community.
3. Grade group.
The school's curriculum management function department is under the leadership of the class teacher and subject instructor in the grade group. It plays the role of organization, coordination and monitoring throughout the process. The implementation of the research project of this year's students is carried out, and the specific requirements of the stage are promptly put forward to standardize the research activities of the students.
4. Class teacher and instructor.
Specifically responsible for the organization and management of student activities and project guidance, keep abreast of the progress of the topic, including topic selection, research programs, research methods and ideas, and specific guidance for research reports. Help students solve various problems and difficulties, pay attention to students' attitudes and performance in research, and communicate with parents to inform the situation.
5. Student team leader.
Responsible for organizing the students in this group to participate in the research activities of the group, arrange the division of labor of the team, record the actual situation of each activity, preside over the group activities and the evaluation within the group, and promptly report the problems to the teacher.
Fourth, the implementation of research learning rules
1. Teacher training
1 Conduct mobilization and training of research-based learning for all teachers.
2 mobilization and training for all students.
3 Preparation and organizational learning of research-based learning materials.
2, schedule
The first stage: student education and training: in the form of lectures.
Lecture 1: The mobilization and education of research learning.
Lecture 2: The publication of the research study topic guide, guide the topic selection and grouping.
Lecture 3: Guidance for research-based learning research programs and guidance for research methods.
Lecture 4: Writing of the opening report and the final report.
The second stage: student grouping and research.
1 The student selects the topic and submits the list; the Academic Affairs Office and the grade group announce the group list and implement the instructor.
2 Concentrated lectures: Guidance for research-based learning research programs and research methods.
3 Each school develops research plans and research plans.
4 group research.
The third stage: material summary, write a research report.
1 group summarizes the materials and summarizes them.
2 Instructors guide the writing of the research report.
3 students write research reports.
The fourth stage: the exchange of research results and summary evaluation.
1 student achievement display.
2 Students are divided into small groups to conduct summaries and mutual evaluations, and instruct teachers to evaluate their scores.
3. Research program for research learning
Teacher and student training→School release topic guide→Student topic selection and grouping→Selection, designation of instructor→Project establishment, declaration, argumentation, validation→Determining research plan→Student telling plan to conduct research→Formation, conclusion, writing research Report → Results Exchange and Display → Student Self-evaluation and Teacher Evaluation.
V. Implementation of management and evaluation of research learning
Practically strengthen the management of the implementation process and the evaluation of the learning process, and pay attention to the combination of local and the school's actual management and evaluation.
School management of research learning.
In the aspects of organizational construction, system construction, learning assessment and overall coordination, we will strengthen the whole process management of research-based learning from development and implementation to evaluation.
1. Establish research study guidance and management team:
Group leader: in the text
Deputy leader: Zhou Zhi
Member: Zhan Yongping, Feng Feng, all class teachers, teachers
Formulate the necessary rules and regulations, undertake the organization and coordination of the guidance and internal forces of the school, and coordinate and arrange the equipment utilization, the implementation of research-based learning activities, and the implementation inspection. It is necessary to play the role of the grade group in organization, coordination and coordination, and realize resource sharing and experience sharing to ensure the effective implementation of research learning.
2. Teachers must assume the responsibility of guiding students to participate in research-based learning activities and adopt corresponding management measures. Keep abreast of the situation of students conducting research activities, provide targeted guidance, point and supervision; organize flexible and diverse exchanges and seminars to help them maintain and further enhance their enthusiasm for learning; and provide individual counseling to groups with special difficulties, or Create the necessary conditions or help adjust the research plan.
3. Students should make a good record of research learning activities and record the research situation and experience in a timely manner. This is the basis for the material and evaluation of the research results in the future. In the process of research-based learning activities, students should learn to objectively analyze and dialectically think through communication and discussion, but also dare to be good at defending, but also learn to understand and tolerate and share the results with the students. Each semester completes the research task according to the research plan.
School evaluation of research learning.
The evaluation of research learning should focus on the learning process rather than the results of the research; focus on the application of knowledge and skills rather than the amount of knowledge; focus on engaging in exploratory practice, gaining insight and experience, rather than accepting it generally. The experience imparted by others; it is important to focus on the participation of all members, rather than focusing on the awards of a few top student competitions; it is a formative evaluation rather than a summative evaluation. Focusing on the evaluation of subject diversity, teacher evaluation can be combined with students' self-evaluation and mutual evaluation. The evaluation of the group is combined with the evaluation of individuals in the group, the evaluation of written materials and the evaluation of students' oral reports and display activities. In combination, qualitative evaluation and quantitative evaluation are combined, qualitative evaluation is the main; evaluation content is diverse, students participate in research-based learning activities, students' experience in research activities, and students' achievements in research activities The development of students' innovative spirit and inquiry practice ability; the evaluation grades are four grades of excellent, good, pass, and fail. The final evaluation result is the semester grade of this course.
Part 2: Research Learning Implementation Plan
In order to guide students in research study, the following implementation plans are formulated:
Open. The content of research study is not a specific knowledge system, but a student's study life and social life. It is based on research and solving some social problems or other problems that students pay attention to. It may be a discipline, or it may be multidisciplinary and cross-cutting; it may be biased towards practice or may be biased towards theoretical research.
Under the same theme, due to the different needs of personal interests, experience and research activities, the determination of research perspective, the positioning of research objectives, the choice of cutting-edge, the design of research process, the application of research methods, the use of means and the expression of results can be Different, with great flexibility, provides a broad space for learners and instructors to develop their individuality and talents, thus forming an open learning process.
Exploratory. In the process of research learning, the content of learning is the research subject determined by the teacher under the guidance of the teacher; the way of learning is not passively remembering and understanding the knowledge imparted by the teacher, but sensitively discovering the problem, proactively asking questions, and actively Seeking ways to solve problems and exploring the process of self-learning of conclusions. Therefore, the subject of research study is not suitable for teachers to designate a material for students to understand and remember, but to guide, summarize and present some problems that need to be learned and explored. This problem can be brought about by presenting a case, introducing some background or creating a scenario, or directly; it can be proposed by the teacher or guided by the student to discover and present it. Students should be encouraged to explore the methods of problem solving and draw their own conclusions.
Practical. Research-based learning emphasizes the connection between theory and society, science, and life, with particular attention to environmental issues, the impact of modern technology on contemporary life, and major issues that are closely related to social development. Students should be guided to pay attention to real life and participate in social practice activities. At the same time, the design and practice of research learning should provide conditions and possibilities for students to participate in social practice activities.
First, the topic
The first step in research-based learning is to choose a topic. Extracting topics that are suitable for your own research from a number of issues that are not recognized and need to be studied is called a topic. The topic is also a process of learning, thinking, and creating.
The purpose of the research study topic is to answer questions such as “what to study” and “why to study” and “whether or not research is possible”. The process of selecting research-based learning includes collecting information, processing information, clarifying research directions, and defining research content. To sum up, these links need to be organized around two tasks, that is, asking questions and establishing topics.
Research interests, basic knowledge, partners, instructors, research time
Second, the design
After the topic selection stage, the “what to study” and “why to study” were clarified, and the next question was to answer the question “how to study” through the design of the research program. It is the scrutiny and definition of the research content; it is the analysis and design of the research process; it is the prediction and prevention of the difficult problems that may be encountered in the research process. Determine what method to use for research. Clear task division and activity steps
Third, the process
Precautions:
Avoid two wrong tendencies. One is a priori, and there is a fixed conclusion in the mind to investigate knowledge in order to collect materials that meet the conclusions. Another tendency is to list the phenomenon and write a lot of complicated materials, but without analyzing and summarizing, such a report is meaningless. Collecting materials must be realistic and strive for comprehensiveness and fullness.
Fourth, the results
Research learning methods are diverse and the results are diverse, so the presentation of research learning outcomes is diverse. It can be reading papers, showing courseware, demonstrating experimental procedures, showing inventions, textbooks, etc.
Use more digital charts and less use of fuzzy language. The quantification of energyization is displayed as much as possible on the chart, giving a clear and clear impression.
Teacher guidance in the implementation of research learning:
Research-based learning emphasizes the main role of students, and at the same time, it also emphasizes the guiding role of teachers. In the implementation of research learning, teachers should regard students as the main body to learn to explore and solve problems, and pay attention to changing their own guidance.
1. During the implementation of research-based learning, teachers should keep abreast of the difficulties encountered by students in conducting research activities and their needs, and provide targeted guidance. Teachers should become the hub of student research information convergence and become the proponent of communication organizers. In this process, we must pay attention to observe the development of each student in terms of morality, ability and personality, and give timely encouragement and guidance to help them build confidence and further enhance their enthusiasm for learning. Teachers' guidance should not lead students' research to existing conclusions, but provide information, inspiring ideas, supplementing knowledge, introducing methods and clues, and guiding students to question, explore and innovate.
2. In the process of research-based learning, teachers must seek parental and social concerns, understanding and participation in a variety of ways, and develop resources for internal and external education that are valuable for conducting research-based learning. Learning provides good conditions.
3. In the process of research-based learning, teachers should instruct students to write research diaries, record research in a timely manner, and truly record personal experiences, so as to provide a basis for future summarization and evaluation.
4. Teachers can carry out key guidance in different learning stages according to different goals and subjective and objective conditions of research and learning in schools and classes, such as focusing on data collection, or guiding design to solve always solutions, or guiding students. Form conclusions and so on.
Part 3: Research Learning Implementation Plan
First, the guiding ideology of research learning
In order to effectively implement the spirit of the "Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Educational Reform and Promoting Quality Education in an All-round Way", the Regulations on the Implementation Guide for Research-based Learning in the Ordinary High School and the "Full-time General Senior High School Curriculum Project" issued by the Ministry of Education are implemented. Ensure that the high school new curriculum "research study" is in place: the curriculum is in place, the teacher guidance is in place, the student organization is in place, the activity is implemented, and the process management is in place. This implementation plan is specifically designed to standardize the teacher's guiding behavior and student's research activities.
Second, the purpose and organizational principles of the establishment of research study courses
Research-based learning is a part of comprehensive practice activities. It refers to a learning activity in which students choose and identify topics from nature, social production and life under the guidance of teachers, and actively acquire knowledge, apply knowledge, and solve problems in the research process. .
The purpose of conducting research-based learning is to enable students to gain emotional experience of personal participation in research and exploration; to develop students' ability to actively acquire information, analyze information, screen information, and use information effectively; train and train students to discover problems and ask questions. Multi-research questions, analytical ability to solve problems; cultivate scientific attitudes of rigorous study and scientific ethics of seeking truth from facts; learn to share and cooperate; cultivate students' sense of responsibility and mission to society.
In the guiding work of research study, teachers fundamentally change the concept of education and teaching methods through the guidance of student activities, from the simple knowledge transferers in the past to the promoters, organizers and instructors of students' independent learning. Through research-based learning and guidance, we can cooperate with teachers in other disciplines, strengthen interdisciplinary interdisciplinary and infiltration, expand subject knowledge, improve our knowledge structure, and establish a learning concept of lifelong learning. Through procedural research learning activities, we can understand and observe students from another angle, create a harmonious learning and communication environment, help students overcome difficulties in learning, and establish a new relationship between teachers and students. Promote the development of multiple intelligences in the course of activities and cultivate their own research capabilities.
Guiding Principles of Research-based Learning Courses: Research-based learning is open, exploratory, and practical. It is a learning process in which teachers and students jointly explore new knowledge. It is the determination and method for teachers and students to complete research content around solving problems. The process of selecting and cooperating and communicating with each other to solve problems has the principles of openness, autonomy and practicality.
The research study group is under the guidance of the teacher, with a group of 10 or less as the main organizational form, with students' independent design, self-management and independent research. Teachers mainly play the role of organization, care, guidance and evaluation, focusing on mobilizing students' enthusiasm and paying attention to students' independent creativity.
Third, the stage objectives
The first year of high school: taking the cultivation of "problem awareness" as the core, taking the knowledge within the discipline as the carrier, and organizing the background material research and study of the problem. The grades use open subject experience such as theme lectures, organization visits, expert interviews, phenomenon observations, social surveys, scientific experiments, and literature collection to guide students to think and analyze the status quo of society, production and life in the process, to explore problems, and to propose problem. It reflects the combination of science and technology and humanities, focusing on the integration of disciplines.
The second year of senior high school: taking the cultivation of students' practical and creative abilities as the core, and using "subject research" as the carrier, students can understand how the research plan is designed and carried out independently. Through the independent exploration and practice of students, the research topics are determined, the background review and research of the subject are carried out, the best solutions and ways to solve the problems are selected, and the appropriate expressions of the research results are selected. Enable students to understand the methods and processes of problem research, understand social practices, and develop students' practical and innovative abilities. Reflecting the integration of science and technology, the focus is on the integration of arts and sciences curriculum.
Fourth, the organization of research study courses
V. Specific division of work in research-based learning curriculum management
1. Research Learning Management Team - Daily Management
The Research Learning Management Team is primarily responsible for the development, review and implementation of research-based learning activities. The management of the research-learning activities of the whole school, the organization and coordination of the activities and equipment of the venues, and the creation of activities for students. Responsible for organizing and coordinating the guidance and specific management of the activities of the grades and class teachers, and doing a good job in education on security and prevention to provide effective protection for the activities. Responsible for guiding the evaluation and management of teachers.
2. Teaching Management Office and Student Affairs Office - Organization and Implementation
The Teaching Management Office and the Student Affairs Office are mainly responsible for the specific implementation and organization of research-based learning, including basic training for students in research-based learning, guidance for students' topic selection, topic completion and communication, and research for teachers throughout the school. Sexual learning training.
3. Class teacher - class management
The class teacher should assist in the learning mobilization, learning experience exchange, participation in the research study course and the registration organization work, and the regular education of the activities.
4. Instructor - specific project management
The instructor is responsible for the whole process of guiding, managing and evaluating the topics he is guiding, providing help, advice and encouragement to the students, and specifically guiding the students to finalize, write the thesis or make other research results, and make credits for the members of the subject. Preliminary comments.
5. Research Learning Student Management Committee - Self-management
Throughout the research-based learning process, students emphasize the cultivation of self-discipline, self-control and self-exploration skills, and improve the quality of activities through self-discipline and self-management. The Research Management Student Management Committee assists the teachers of the school management team in the process of guiding and managing the project, promptly feedbacks the student's research progress and possible problems, and guides the research team leader and team members in a reasonable division of labor. Promote each other and ensure the normal development of the activities.
6. Process management of research learning:
Topic stage:
1 The subject of the subject preparation team provides the recommended research topic, and then the student selects, references or self-develops the topic, and finally determines the research topic.
2 Students are free to form a research group based on the type and nature of the topic and elect the team leader.
3 The Teaching Management Office is responsible for guiding students throughout the year and providing lectures on research-based learning. The Research-Learning Management Team is responsible for training and mentoring the team leader and managing and coordinating the research process.
4 The research team will conduct a preliminary background study of the project and develop a research plan.
Opening stage:
1 Students write the opening report and conduct an argument for the opening report between the groups.
2 Under the guidance of the teacher organization, the students will evaluate the opening report between the groups and fill out the “opening report evaluation form”.
3 Students fill in the “Research Study Question Research Activity Record Form” for the research at the opening stage.
4 Each student writes a “study experience in the opening stage” for this part of the research.
5 The instructor writes a “teaching design” for the guidance of this stage.
Research process stage:
1 Students choose different scientific research methods to conduct research according to the content of the subject. Each time a scientific research method is used, the team fills out a “Record of Research Study Activity Research Activity Record”.
2 If a survey, interview, experiment or outing is conducted during the research study, the student should download the relevant form in the “Public-Research Study-Research Study Management Table” and fill it in. In the "Research Study Portfolio".
3 Instructors should record the students' attendance, activities and tasks in the “Research Study – Research Projects Research Archives” bag.
4 The instructor writes a “teaching design” for the guidance of this stage.
Final stage:
1 Students write the final report.
2 Under the guidance of the teacher, the students will evaluate the final report between the groups and fill out the “Evaluation Form for the Final Report”.
3 Select outstanding teams in all research groups and present them at the graded “Reporting Meeting”.
4 Each student writes a “study experience at the end of the stage” on this part of the study.
5 Students fill out the “Research Study Question Research Activity Record Form” for the research at the completion stage.
6 The instructor writes a “teaching design” for the guidance of this stage.
7 “Research Study Steering Group” presents the results of the study and recommends participation in various competitions.
Seven, research study courses each grade promotion schedule
Eight, process evaluation of research learning
See the Research Handling Group Management Manual and the Research Learning Student Activity Handbook.
Nine, research study paper defense meeting
The preliminary review of the excellent thesis defense meeting consists of senior teachers, teaching and research team leaders, preparation team leaders, and project instructors.
The final review of the excellent thesis defense meeting: the establishment of an excellent paper defense committee, composed of senior teachers, teaching and research team leaders, preparation team leaders and university experts.
Excellent research papers for research studies are set to third class: first prize, second prize, third prize.
Incentive method: Excellent subject instructor: As a teacher performance appraisal plus points, and recorded in the teacher business file.
Excellent project papers or achievements: Priority is given to superior departments for professional evaluation.
Excellent subject students will be awarded the "Outstanding Research Study Paper Award Certificate".
X. Special funds for research study and the workload of teachers
The development of research-based learning courses requires a certain amount of financial support and equipment. The special funds for the implementation of research-based learning courses in our school are about 150,000 yuan per year, including 50,000 yuan for extra-curricular research.
Instructor workload calculation:
Instructor: Accumulate the time of the student's actual report. For every 40 minutes, the class allowance is calculated according to the standard of the subject counseling class.
Grade leader and class teacher: Calculated by the actual organization of the activity class.
Expert lecture: According to the standards of external experts.
Calculation of results:
Excellent study papers for research study: first prize, second prize, third prize
Part 4: Research Learning Implementation Plan
The "Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Educational Reform and Promoting Quality Education in an All-round Way" clearly states that the focus of implementing quality education is to cultivate students' practical ability and innovative spirit. This must effectively change the way of learning acceptance based on knowledge acceptance and develop the inquiry learning method with students as the main body. This point has been recognized and valued by more and more people, and it has become an entry point and a good opportunity for schools to promote quality education in schools. The Ministry of Education has added a comprehensive practical activity course including research-based learning in the "Full-time General Senior High School Curriculum Project" promulgated in January 20XX, and issued the "Ordinary High School" research on April 11, 20XX. Learn the Implementation Guide. The Guangdong Provincial Department of Education decided to start the "Research Study" compulsory course in the first year of the full-time general high school in the province from the autumn of 20XX, three sessions a week. Within three years, the "Research Study" course will be offered in all grades of high school. In the autumn of 20XX, our school has carried out the exploration of research-based learning mode based on the network environment in the political discipline of the first year of high school. In March 2001, it began to undertake the provincial-level research on "network teaching and research learning". This time from the fall of 20XX, the formal implementation of the research study course in our school has laid a good foundation.
Based on the above understanding, combined with the actual situation of the school, we have developed this program, which will be officially implemented in the fall of 20XX.
I. Implementation objectives of the research study course
main target
Through the emotional experience and inquiry practice to cultivate students' innovative spirit and practical ability, improve students' information literacy and ability to solve practical problems, let students learn to share and cooperate to form a positive attitude towards life.
Staged goal
First year of high school: Focus on cultivating students' problem awareness, guiding students to put forward their own research and experience, and try to study the learning style and experience the fun of learning.
Grade 2: Focus on cultivating students' information literacy, that is, cultivating students' ability to collect, analyze, process, and process information, as well as preliminary design and research solutions, and building knowledge models to study and solve problems.
The third grade: focus on cultivating students' ability to creatively solve practical problems, establish a good thinking mode, and initially master the methods and skills for conducting scientific research, laying a preliminary foundation for the development direction of students' research.
Second, the implementation principles of research study courses
1. The principle of openness
Research-based learning is an open learning situation.
The learning content is open. Astronomical geography, ancient and modern Chinese and foreign, as long as it is a topic of interest to students, and has certain feasibility, can be used as research topics.
The learning space is open. It emphasizes the connection between theory and practice and emphasizes the role of activities and experiences. The place of study is no longer limited to classrooms, laboratories, and libraries. Instead, it is necessary to go out of school to conduct social practice, conduct on-the-spot investigation and evidence collection, visit experts, and collect information through the Internet.
Learning methods and ways of thinking are open. Students can choose the form of learning that suits them, such as problem discussion, subject design, experimental operation, and social survey. It is necessary to comprehensively apply multiple subject knowledge to analyze and solve problems. The way of thinking ranges from plane to three-dimensional, from single to plural, from static development to dynamic, from passive development to initiative, from closed development to openness.
The channels for collecting information are open. Instead of simply getting information from textbooks and reference books, students collect information from lectures, the Internet, the media, and interpersonal communication.
The teacher-student relationship is open. Students are always in an active position in research, and teachers play the role of knowers, collaborators, and service providers. Promote debates between teachers and students and encourage students to dare to deny.
2, the principle of subjectivity
In the "research study" activities, students are the main body, and students should be independent activities; the main task of teachers is to give guidance and help. Students should be given more choices of activities and opportunities to design, organize, and conduct "research-based learning" activities, and give full play to their autonomy, so that students can have fun in the middle of the study and study, gain income, and grow their talents.
3. Process principle
Different from the expected goal of quantifiable and operability in the subject teaching, the research learning process sees the whole learning process more important than the result. After a period of research, students may be ridiculous and ridiculous. But this is not important, because students can gain direct feelings about society through hands-on practice such as designing topics, finding materials, hands-on experiments, social surveys, etc., understanding the general process of scientific research, trying to communicate and cooperate with others, knowing that In addition to the textbooks, there are many channels for obtaining information, trying to integrate existing knowledge to solve the problems being studied. It is the main purpose of research learning that enables students to gain the above feelings and experiences. So in this sense, the research learning process itself is precisely the result it is pursuing.
4. Adapt to local conditions and combine the actual principles of the school
Research-based learning is a compulsory course prescribed in the new curriculum plan, and all students must participate. Research-based learning is a course that is mainly developed by the school. Currently, there are many difficulties in teaching materials, instructional books, teachers, and equipment. Undoubtedly, the establishment of research study courses will promote the improvement of students' comprehensive quality, but under the current college entrance examination system, the teaching work of basic subjects cannot be weakened. As an experimental school, our school decided that in the new school year of the fall of 20XX, the higher level does not set up an independent research study class, but conducts research study in various basic subjects, and the experiment is conducted by physics, chemistry, and politics. Key subjects. Then on this basis, gradually develop in various disciplines of all grades. We believe that there are five advantages in this approach: one is to promote the enthusiasm of all teachers; the other is to help solve the problem of students carrying out research-based learning materials; the third is to make full use of the existing class hours, to alleviate students Excessive burden; Fourth, it is conducive to improving the quality of student research topics; Fifth, it is conducive to overcoming students' problems in learning methods in basic subjects and research-based learning courses.
Third, the organization and implementation of research study courses
Course schedule
Since the fall of 20XX, we have officially opened a "Research Study" course in the Physics, Chemistry, and Politics departments in the first year of our school. Each class is divided into three classes per week. Other disciplines should also be combined with classroom teaching to conduct research-based learning.
Course content and type of study
The content of the research study course can be derived from the following aspects:
The extension and extension of basic subject knowledge.
Problems in a subject area.
Specific phenomena or problems in life and social life.
It is related to social life and involves interdisciplinary content.
According to the different research contents, the research types of research learning can be divided into two major categories:
(1) Subject research class. The research of the subject is mainly aimed at understanding and solving a certain problem, including investigation and research, experimental research, and literature research.
(2) Project design category. The main purpose of the project design is to solve a more complicated operational problem, which generally includes two types of design of social activities and design of science and technology projects.
Course organization
We use the following three forms to organize the implementation of research-based learning courses:
1. Forms of group cooperation research
Generally, the group consists of 4-6 people. The students themselves recommend a team leader. The teacher is a teacher or a person with certain expertise is the instructor. During the research process, the members of the research team each have independent tasks, which have both division of labor and cooperation, and each director has synergy and complementarity.
2. Individual independent research forms
Appropriate use of the "open long-term operation" form, that is, the teacher to arrange the research learning task to the whole class, can put forward a comprehensive research topic, each student has specific questions, and each research activity is relatively independent Complete research study assignments in one semester.
3. The combination of personal research and collective discussion in the whole class
In the class where the learning foundation is relatively weak, a combination of personal research and collective discussion of the whole class is adopted. The class revolves around the same research topic, collecting information, conducting inquiry activities, drawing conclusions or forming opinions. Then through the class discussion or debate, share the preliminary research results, so as to promote the students to deepen the research on the original basis, and then enter the second round of seminars, or complete their own papers.
Project development and implementation steps
1. The general process of research study implementation
2, the implementation steps
Topics for research topics
1 The teacher selects the topic to be announced, and the student chooses the research topic.
Each preparation group of each grade proposes a number of research topics according to the characteristics of the subject every semester. After being reported to the department for examination and approval, it is announced to the students, and the students select topics according to their own interests.
2 students' independent topics
In order to encourage students to make bold innovations, students can also study research topics or sub-topics, report them to teachers in various subjects, and approve them.
3 After the student selects the topic, fill in the opening report and submit it to the teaching department for review. The school's teaching department adjusts and balances according to the summary of the students' selected topics, so as to avoid the situation where students choose too concentrated.
Design of the research program
After the establishment of the research group, the students under the guidance of the teachers, group research plan design.
Exchange of research programs
After the group research program is determined, each class organizes a study protocol design exchange to promote mutual learning and improvement of students, and further improve the research program.
Implementation of the research plan
According to the determined research plan, the students use the time of the course arrangement and weekends, holidays, and division of labor to carry out research activities such as investigation, research, experiment, and production. On this basis, the research report is completed. Students fill out the activity process table and the research results report form.
Display and exchange of research results
After the teams completed the research report, the results were exchanged: the teams sent representatives to introduce the research results and summarize the experiences and gains of participating in the research study. The exchange of research results can be carried out in the form of online presentations, seminars, and defense meetings.
Fourth, the evaluation of research study courses
1. Evaluation principle
Research-based learning emphasizes the process of learning, emphasizes the application of knowledge and skills, emphasizes students' participation in exploratory practice activities and gains insights and experiences, and emphasizes the participation of all students. Therefore, it is necessary to adopt the method of formative evaluation, attach importance to the evaluation of the process and the evaluation in the process, pay attention to the self-evaluation and self-improvement of the students in the learning process, and make the evaluation become the students to practice and reflect, discover themselves and appreciate others. At the same time, it is necessary to emphasize the motivation of evaluation, encourage students to develop their own individuality, display their talents, and strive to form an atmosphere that encourages students to be aggressive and innovative.
In general, the evaluation of research learning can follow the following five principles:
1 Incentive evaluation combined with management evaluation, and incentive evaluation is the main;
2 Process evaluation combined with result evaluation, process evaluation is the main;
3 Combine your own evaluation with the evaluation of others, and focus on your own evaluation;
4 Qualitative evaluation combined with quantitative evaluation, qualitative evaluation;
In short, it is necessary to evaluate students' self-confidence, evaluate the potential of students, and evaluate students' success and development.
2. Evaluation content
Open question evaluation: Focus on evaluating students' awareness and ability to find problems, ask questions and solve problems.
Mid-term evaluation: Focus on evaluating the implementation of student research projects, attitudes, research methods, abilities, and the spirit of working with partners.
Conclusion evaluation: Emphasis is placed on evaluating the expression and communication of student research results, and the awareness and ability of innovation.
3. Evaluation method
Adopt a combination of instructor evaluation, student mutual evaluation, and student self-evaluation.
4. Evaluation form
1 rating
The academic achievement of research study is sent to the Academic Affairs Office for enrollment. At the end of each semester, the teachers who conduct research-based learning, the results of the students in this semester, according to the combination of instructor evaluation, student mutual evaluation, and student self-evaluation. According to the four grades of excellent, good, qualified and unqualified, fill out the evaluation form and send it to the class teacher. The class teacher will still be in accordance with the scores of each subject and the performance of research study, and still be excellent, good, qualified and unqualified. Evaluate the academic performance of the student's research study in this semester and send it to the Academic Affairs Office for enrollment.
2 incentive evaluation
The teaching department collects and evaluates the research results of the students. Each semester organizes a research and exhibition of outstanding achievements in research learning. Teachers and experts are invited to identify and evaluate outstanding achievements, and award the first, second and third prizes. A group of students and instructors who have achieved excellent results.
V. Organization and management of research study courses
The school starts from the aspects of organizational construction, system construction, learning assessment and overall coordination, and strengthens the development, implementation, evaluation and management of research-based learning.
1. Establish a school research study course leading group
Team leader: Vice President Lin Yiping
Deputy Team Leader: Director Li Guokai, Deputy Director Lin Yuhua
Members: Teacher Wang Yongqing, Teacher Xue Zexian, Teacher Liu Yizhen, Teacher Mao Xiaoling
2. Strengthen management measures
Implement job duties
Each class is led by the class teacher. Each task group is led by the instructor, and the instructor is held by a subject teacher or an external person.
Do a good job in teacher training
1 Strengthen learning. Under the unified arrangement of the school leadership team, the teaching and research group should organize teachers to seriously study the "New Curriculum Project" and the "Full-time General Senior High School Syllabus" and the "Research Study" materials.
2 Strengthen training. Under the unified arrangement of the school, the teaching and research group should formulate training programs for key teachers and teachers. The method of teacher training adopts the method of "send out" and "please come in", and combines off-campus and on-campus training; the combination of off-the-job training and on-the-job training enables teachers to update their knowledge structure, encourage teachers to learn and learn, and accumulate Be a guide for students to learn and love to learn.
3 Incorporate the teaching of the "Research Study" course into the teaching and management of the teaching and research group. The "Research Study" teaching plan must be formulated for each semester. Teachers should formulate practical plans and programs and teaching plans for each subject, and treat them in the same way as subject courses.
3. Create a course file
Student file:
1 subject research plan table
The report is completed by the research group and is mainly used for reviewing the topic, including the theme, purpose and meaning, the background of the project, the activity plan, and the expected results of the project.
Research-based learning is a learning activity in which students choose and identify topics under the guidance of teachers, and actively acquire knowledge, apply knowledge, and solve problems in the research process. The most fundamental goal of research-based learning is to cultivate students' learning ability. It is a new type of education and teaching model and talent training mode. It changes students' learning styles based on teacher-only knowledge, and builds an open learning environment for students. Gain knowledge and integrate the acquired knowledge into practical opportunities to promote positive learning attitudes and good learning strategies, and foster innovative spirit and practical ability.
I. The goal of research learning
1. Inspire interest in observing life, discovering and exploring problems
Primary school students should contact and understand nature and society through self-exploration learning activities, actively observe and think about the natural phenomena and social phenomena around them, and enjoy their own hands-on brain exploration and problem-solving pleasure through simple operation and practice. Preliminary experience, stimulate interest in the exploration of natural and social issues, and initially develop a psychological tendency of good observation, good questioning, and good inquiry.
2. Initially learn to observe and discover, develop the ability to explore problems
Through research-based learning, primary school students should initially learn to observe things in different ways, discover problems, and develop the ability to conduct independent research on problems. Including: carefully observing and asking questions for things in a specific situation; forming simple inquiry ideas for the questions explored, and implementing inquiry in their own way; learning to use simple tools and equipment to collect basic information, data, and information And the data to make a simple but reasonable explanation or answer to the question; use the clear words to communicate with the peers the process and experience of observation, thinking, and inquiry, and show the results.
3. Form a preliminary awareness of cooperation and sharing
Primary school students should be willing to help each other in their learning activities, not only division of labor and cooperation; overcoming dependence or pride, developing the consciousness of earnestly completing tasks; forming initial ability of interpersonal communication; loving the collective, willing to communicate and share information with peers, Creativity and results.
4. Form an attitude of respecting science and earnestly practice and study hard
In research-based learning, it is necessary to form a habit of respecting objective laws and develop a habit of seriously thinking about everything. It is bold to imagine, and can practice, try, and explore seriously; not afraid of difficulties and setbacks, not easily giving up exploration; Reflection and self-evaluation; learn to respect the opinions and opinions of others.
Second, the content of research learning
1. Research methods. This is the basic content of research-based learning, mainly from the teaching of teachers and the research process of students.
2. The various knowledge and skills accumulated during the research process are related knowledge and skills involved in the development of research.
3. Various experiences and experiences acquired during the research process. This is the subject of research-based learning content and can only be obtained through perception during the research process. The content of the above three levels is the carrier of the content through the research topic. Through the selection and organization of the subject, the students acquire research methods, the improvement of their abilities and attitudes, and various experiences. The selection and organization of the topics become the main content of research learning. way.
Third, the organizational implementation system and responsibility of research learning
The implementation of the curriculum for research study involves five levels from school to student.
1. The school curriculum construction leading group.
Leader: Wenzhong
Deputy Team Leader: Zhou Zhi is responsible for overall leadership, formulating curriculum implementation plans and rules and regulations, coordinating and coordinating all aspects of work, and providing guarantees for the school to open courses.
2, the teaching office, teaching and research group, the Young Pioneers Brigade.
Based on the teaching office and teaching and research group, it is responsible for formulating specific teaching plans, organizing the daily operation of the curriculum, conducting teacher training, checking the implementation of the curriculum, and providing consultation and guidance for teachers and students on scientific research methods. The brigade department works closely with the teaching office to be responsible for the organization and management of students in research activities, and the contact and coordination with the community.
3. Grade group.
The school's curriculum management function department is under the leadership of the class teacher and subject instructor in the grade group. It plays the role of organization, coordination and monitoring throughout the process. The implementation of the research project of this year's students is carried out, and the specific requirements of the stage are promptly put forward to standardize the research activities of the students.
4. Class teacher and instructor.
Specifically responsible for the organization and management of student activities and project guidance, keep abreast of the progress of the topic, including topic selection, research programs, research methods and ideas, and specific guidance for research reports. Help students solve various problems and difficulties, pay attention to students' attitudes and performance in research, and communicate with parents to inform the situation.
5. Student team leader.
Responsible for organizing the students in this group to participate in the research activities of the group, arrange the division of labor of the team, record the actual situation of each activity, preside over the group activities and the evaluation within the group, and promptly report the problems to the teacher.
Fourth, the implementation of research learning rules
1. Teacher training
1 Conduct mobilization and training of research-based learning for all teachers.
2 mobilization and training for all students.
3 Preparation and organizational learning of research-based learning materials.
2, schedule
The first stage: student education and training: in the form of lectures.
Lecture 1: The mobilization and education of research learning.
Lecture 2: The publication of the research study topic guide, guide the topic selection and grouping.
Lecture 3: Guidance for research-based learning research programs and guidance for research methods.
Lecture 4: Writing of the opening report and the final report.
The second stage: student grouping and research.
1 The student selects the topic and submits the list; the Academic Affairs Office and the grade group announce the group list and implement the instructor.
2 Concentrated lectures: Guidance for research-based learning research programs and research methods.
3 Each school develops research plans and research plans.
4 group research.
The third stage: material summary, write a research report.
1 group summarizes the materials and summarizes them.
2 Instructors guide the writing of the research report.
3 students write research reports.
The fourth stage: the exchange of research results and summary evaluation.
1 student achievement display.
2 Students are divided into small groups to conduct summaries and mutual evaluations, and instruct teachers to evaluate their scores.
3. Research program for research learning
Teacher and student training→School release topic guide→Student topic selection and grouping→Selection, designation of instructor→Project establishment, declaration, argumentation, validation→Determining research plan→Student telling plan to conduct research→Formation, conclusion, writing research Report → Results Exchange and Display → Student Self-evaluation and Teacher Evaluation.
V. Implementation of management and evaluation of research learning
Practically strengthen the management of the implementation process and the evaluation of the learning process, and pay attention to the combination of local and the school's actual management and evaluation.
School management of research learning.
In the aspects of organizational construction, system construction, learning assessment and overall coordination, we will strengthen the whole process management of research-based learning from development and implementation to evaluation.
1. Establish research study guidance and management team:
Group leader: in the text
Deputy leader: Zhou Zhi
Member: Zhan Yongping, Feng Feng, all class teachers, teachers
Formulate the necessary rules and regulations, undertake the organization and coordination of the guidance and internal forces of the school, and coordinate and arrange the equipment utilization, the implementation of research-based learning activities, and the implementation inspection. It is necessary to play the role of the grade group in organization, coordination and coordination, and realize resource sharing and experience sharing to ensure the effective implementation of research learning.
2. Teachers must assume the responsibility of guiding students to participate in research-based learning activities and adopt corresponding management measures. Keep abreast of the situation of students conducting research activities, provide targeted guidance, point and supervision; organize flexible and diverse exchanges and seminars to help them maintain and further enhance their enthusiasm for learning; and provide individual counseling to groups with special difficulties, or Create the necessary conditions or help adjust the research plan.
3. Students should make a good record of research learning activities and record the research situation and experience in a timely manner. This is the basis for the material and evaluation of the research results in the future. In the process of research-based learning activities, students should learn to objectively analyze and dialectically think through communication and discussion, but also dare to be good at defending, but also learn to understand and tolerate and share the results with the students. Each semester completes the research task according to the research plan.
School evaluation of research learning.
The evaluation of research learning should focus on the learning process rather than the results of the research; focus on the application of knowledge and skills rather than the amount of knowledge; focus on engaging in exploratory practice, gaining insight and experience, rather than accepting it generally. The experience imparted by others; it is important to focus on the participation of all members, rather than focusing on the awards of a few top student competitions; it is a formative evaluation rather than a summative evaluation. Focusing on the evaluation of subject diversity, teacher evaluation can be combined with students' self-evaluation and mutual evaluation. The evaluation of the group is combined with the evaluation of individuals in the group, the evaluation of written materials and the evaluation of students' oral reports and display activities. In combination, qualitative evaluation and quantitative evaluation are combined, qualitative evaluation is the main; evaluation content is diverse, students participate in research-based learning activities, students' experience in research activities, and students' achievements in research activities The development of students' innovative spirit and inquiry practice ability; the evaluation grades are four grades of excellent, good, pass, and fail. The final evaluation result is the semester grade of this course.
Part 2: Research Learning Implementation Plan
In order to guide students in research study, the following implementation plans are formulated:
Open. The content of research study is not a specific knowledge system, but a student's study life and social life. It is based on research and solving some social problems or other problems that students pay attention to. It may be a discipline, or it may be multidisciplinary and cross-cutting; it may be biased towards practice or may be biased towards theoretical research.
Under the same theme, due to the different needs of personal interests, experience and research activities, the determination of research perspective, the positioning of research objectives, the choice of cutting-edge, the design of research process, the application of research methods, the use of means and the expression of results can be Different, with great flexibility, provides a broad space for learners and instructors to develop their individuality and talents, thus forming an open learning process.
Exploratory. In the process of research learning, the content of learning is the research subject determined by the teacher under the guidance of the teacher; the way of learning is not passively remembering and understanding the knowledge imparted by the teacher, but sensitively discovering the problem, proactively asking questions, and actively Seeking ways to solve problems and exploring the process of self-learning of conclusions. Therefore, the subject of research study is not suitable for teachers to designate a material for students to understand and remember, but to guide, summarize and present some problems that need to be learned and explored. This problem can be brought about by presenting a case, introducing some background or creating a scenario, or directly; it can be proposed by the teacher or guided by the student to discover and present it. Students should be encouraged to explore the methods of problem solving and draw their own conclusions.
Practical. Research-based learning emphasizes the connection between theory and society, science, and life, with particular attention to environmental issues, the impact of modern technology on contemporary life, and major issues that are closely related to social development. Students should be guided to pay attention to real life and participate in social practice activities. At the same time, the design and practice of research learning should provide conditions and possibilities for students to participate in social practice activities.
First, the topic
The first step in research-based learning is to choose a topic. Extracting topics that are suitable for your own research from a number of issues that are not recognized and need to be studied is called a topic. The topic is also a process of learning, thinking, and creating.
The purpose of the research study topic is to answer questions such as “what to study” and “why to study” and “whether or not research is possible”. The process of selecting research-based learning includes collecting information, processing information, clarifying research directions, and defining research content. To sum up, these links need to be organized around two tasks, that is, asking questions and establishing topics.
Research interests, basic knowledge, partners, instructors, research time
Second, the design
After the topic selection stage, the “what to study” and “why to study” were clarified, and the next question was to answer the question “how to study” through the design of the research program. It is the scrutiny and definition of the research content; it is the analysis and design of the research process; it is the prediction and prevention of the difficult problems that may be encountered in the research process. Determine what method to use for research. Clear task division and activity steps
Third, the process
Precautions:
Avoid two wrong tendencies. One is a priori, and there is a fixed conclusion in the mind to investigate knowledge in order to collect materials that meet the conclusions. Another tendency is to list the phenomenon and write a lot of complicated materials, but without analyzing and summarizing, such a report is meaningless. Collecting materials must be realistic and strive for comprehensiveness and fullness.
Fourth, the results
Research learning methods are diverse and the results are diverse, so the presentation of research learning outcomes is diverse. It can be reading papers, showing courseware, demonstrating experimental procedures, showing inventions, textbooks, etc.
Use more digital charts and less use of fuzzy language. The quantification of energyization is displayed as much as possible on the chart, giving a clear and clear impression.
Teacher guidance in the implementation of research learning:
Research-based learning emphasizes the main role of students, and at the same time, it also emphasizes the guiding role of teachers. In the implementation of research learning, teachers should regard students as the main body to learn to explore and solve problems, and pay attention to changing their own guidance.
1. During the implementation of research-based learning, teachers should keep abreast of the difficulties encountered by students in conducting research activities and their needs, and provide targeted guidance. Teachers should become the hub of student research information convergence and become the proponent of communication organizers. In this process, we must pay attention to observe the development of each student in terms of morality, ability and personality, and give timely encouragement and guidance to help them build confidence and further enhance their enthusiasm for learning. Teachers' guidance should not lead students' research to existing conclusions, but provide information, inspiring ideas, supplementing knowledge, introducing methods and clues, and guiding students to question, explore and innovate.
2. In the process of research-based learning, teachers must seek parental and social concerns, understanding and participation in a variety of ways, and develop resources for internal and external education that are valuable for conducting research-based learning. Learning provides good conditions.
3. In the process of research-based learning, teachers should instruct students to write research diaries, record research in a timely manner, and truly record personal experiences, so as to provide a basis for future summarization and evaluation.
4. Teachers can carry out key guidance in different learning stages according to different goals and subjective and objective conditions of research and learning in schools and classes, such as focusing on data collection, or guiding design to solve always solutions, or guiding students. Form conclusions and so on.
Part 3: Research Learning Implementation Plan
First, the guiding ideology of research learning
In order to effectively implement the spirit of the "Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Educational Reform and Promoting Quality Education in an All-round Way", the Regulations on the Implementation Guide for Research-based Learning in the Ordinary High School and the "Full-time General Senior High School Curriculum Project" issued by the Ministry of Education are implemented. Ensure that the high school new curriculum "research study" is in place: the curriculum is in place, the teacher guidance is in place, the student organization is in place, the activity is implemented, and the process management is in place. This implementation plan is specifically designed to standardize the teacher's guiding behavior and student's research activities.
Second, the purpose and organizational principles of the establishment of research study courses
Research-based learning is a part of comprehensive practice activities. It refers to a learning activity in which students choose and identify topics from nature, social production and life under the guidance of teachers, and actively acquire knowledge, apply knowledge, and solve problems in the research process. .
The purpose of conducting research-based learning is to enable students to gain emotional experience of personal participation in research and exploration; to develop students' ability to actively acquire information, analyze information, screen information, and use information effectively; train and train students to discover problems and ask questions. Multi-research questions, analytical ability to solve problems; cultivate scientific attitudes of rigorous study and scientific ethics of seeking truth from facts; learn to share and cooperate; cultivate students' sense of responsibility and mission to society.
In the guiding work of research study, teachers fundamentally change the concept of education and teaching methods through the guidance of student activities, from the simple knowledge transferers in the past to the promoters, organizers and instructors of students' independent learning. Through research-based learning and guidance, we can cooperate with teachers in other disciplines, strengthen interdisciplinary interdisciplinary and infiltration, expand subject knowledge, improve our knowledge structure, and establish a learning concept of lifelong learning. Through procedural research learning activities, we can understand and observe students from another angle, create a harmonious learning and communication environment, help students overcome difficulties in learning, and establish a new relationship between teachers and students. Promote the development of multiple intelligences in the course of activities and cultivate their own research capabilities.
Guiding Principles of Research-based Learning Courses: Research-based learning is open, exploratory, and practical. It is a learning process in which teachers and students jointly explore new knowledge. It is the determination and method for teachers and students to complete research content around solving problems. The process of selecting and cooperating and communicating with each other to solve problems has the principles of openness, autonomy and practicality.
The research study group is under the guidance of the teacher, with a group of 10 or less as the main organizational form, with students' independent design, self-management and independent research. Teachers mainly play the role of organization, care, guidance and evaluation, focusing on mobilizing students' enthusiasm and paying attention to students' independent creativity.
Third, the stage objectives
The first year of high school: taking the cultivation of "problem awareness" as the core, taking the knowledge within the discipline as the carrier, and organizing the background material research and study of the problem. The grades use open subject experience such as theme lectures, organization visits, expert interviews, phenomenon observations, social surveys, scientific experiments, and literature collection to guide students to think and analyze the status quo of society, production and life in the process, to explore problems, and to propose problem. It reflects the combination of science and technology and humanities, focusing on the integration of disciplines.
The second year of senior high school: taking the cultivation of students' practical and creative abilities as the core, and using "subject research" as the carrier, students can understand how the research plan is designed and carried out independently. Through the independent exploration and practice of students, the research topics are determined, the background review and research of the subject are carried out, the best solutions and ways to solve the problems are selected, and the appropriate expressions of the research results are selected. Enable students to understand the methods and processes of problem research, understand social practices, and develop students' practical and innovative abilities. Reflecting the integration of science and technology, the focus is on the integration of arts and sciences curriculum.
Fourth, the organization of research study courses
V. Specific division of work in research-based learning curriculum management
1. Research Learning Management Team - Daily Management
The Research Learning Management Team is primarily responsible for the development, review and implementation of research-based learning activities. The management of the research-learning activities of the whole school, the organization and coordination of the activities and equipment of the venues, and the creation of activities for students. Responsible for organizing and coordinating the guidance and specific management of the activities of the grades and class teachers, and doing a good job in education on security and prevention to provide effective protection for the activities. Responsible for guiding the evaluation and management of teachers.
2. Teaching Management Office and Student Affairs Office - Organization and Implementation
The Teaching Management Office and the Student Affairs Office are mainly responsible for the specific implementation and organization of research-based learning, including basic training for students in research-based learning, guidance for students' topic selection, topic completion and communication, and research for teachers throughout the school. Sexual learning training.
3. Class teacher - class management
The class teacher should assist in the learning mobilization, learning experience exchange, participation in the research study course and the registration organization work, and the regular education of the activities.
4. Instructor - specific project management
The instructor is responsible for the whole process of guiding, managing and evaluating the topics he is guiding, providing help, advice and encouragement to the students, and specifically guiding the students to finalize, write the thesis or make other research results, and make credits for the members of the subject. Preliminary comments.
5. Research Learning Student Management Committee - Self-management
Throughout the research-based learning process, students emphasize the cultivation of self-discipline, self-control and self-exploration skills, and improve the quality of activities through self-discipline and self-management. The Research Management Student Management Committee assists the teachers of the school management team in the process of guiding and managing the project, promptly feedbacks the student's research progress and possible problems, and guides the research team leader and team members in a reasonable division of labor. Promote each other and ensure the normal development of the activities.
6. Process management of research learning:
Topic stage:
1 The subject of the subject preparation team provides the recommended research topic, and then the student selects, references or self-develops the topic, and finally determines the research topic.
2 Students are free to form a research group based on the type and nature of the topic and elect the team leader.
3 The Teaching Management Office is responsible for guiding students throughout the year and providing lectures on research-based learning. The Research-Learning Management Team is responsible for training and mentoring the team leader and managing and coordinating the research process.
4 The research team will conduct a preliminary background study of the project and develop a research plan.
Opening stage:
1 Students write the opening report and conduct an argument for the opening report between the groups.
2 Under the guidance of the teacher organization, the students will evaluate the opening report between the groups and fill out the “opening report evaluation form”.
3 Students fill in the “Research Study Question Research Activity Record Form” for the research at the opening stage.
4 Each student writes a “study experience in the opening stage” for this part of the research.
5 The instructor writes a “teaching design” for the guidance of this stage.
Research process stage:
1 Students choose different scientific research methods to conduct research according to the content of the subject. Each time a scientific research method is used, the team fills out a “Record of Research Study Activity Research Activity Record”.
2 If a survey, interview, experiment or outing is conducted during the research study, the student should download the relevant form in the “Public-Research Study-Research Study Management Table” and fill it in. In the "Research Study Portfolio".
3 Instructors should record the students' attendance, activities and tasks in the “Research Study – Research Projects Research Archives” bag.
4 The instructor writes a “teaching design” for the guidance of this stage.
Final stage:
1 Students write the final report.
2 Under the guidance of the teacher, the students will evaluate the final report between the groups and fill out the “Evaluation Form for the Final Report”.
3 Select outstanding teams in all research groups and present them at the graded “Reporting Meeting”.
4 Each student writes a “study experience at the end of the stage” on this part of the study.
5 Students fill out the “Research Study Question Research Activity Record Form” for the research at the completion stage.
6 The instructor writes a “teaching design” for the guidance of this stage.
7 “Research Study Steering Group” presents the results of the study and recommends participation in various competitions.
Seven, research study courses each grade promotion schedule
Eight, process evaluation of research learning
See the Research Handling Group Management Manual and the Research Learning Student Activity Handbook.
Nine, research study paper defense meeting
The preliminary review of the excellent thesis defense meeting consists of senior teachers, teaching and research team leaders, preparation team leaders, and project instructors.
The final review of the excellent thesis defense meeting: the establishment of an excellent paper defense committee, composed of senior teachers, teaching and research team leaders, preparation team leaders and university experts.
Excellent research papers for research studies are set to third class: first prize, second prize, third prize.
Incentive method: Excellent subject instructor: As a teacher performance appraisal plus points, and recorded in the teacher business file.
Excellent project papers or achievements: Priority is given to superior departments for professional evaluation.
Excellent subject students will be awarded the "Outstanding Research Study Paper Award Certificate".
X. Special funds for research study and the workload of teachers
The development of research-based learning courses requires a certain amount of financial support and equipment. The special funds for the implementation of research-based learning courses in our school are about 150,000 yuan per year, including 50,000 yuan for extra-curricular research.
Instructor workload calculation:
Instructor: Accumulate the time of the student's actual report. For every 40 minutes, the class allowance is calculated according to the standard of the subject counseling class.
Grade leader and class teacher: Calculated by the actual organization of the activity class.
Expert lecture: According to the standards of external experts.
Calculation of results:
Excellent study papers for research study: first prize, second prize, third prize
Part 4: Research Learning Implementation Plan
The "Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Educational Reform and Promoting Quality Education in an All-round Way" clearly states that the focus of implementing quality education is to cultivate students' practical ability and innovative spirit. This must effectively change the way of learning acceptance based on knowledge acceptance and develop the inquiry learning method with students as the main body. This point has been recognized and valued by more and more people, and it has become an entry point and a good opportunity for schools to promote quality education in schools. The Ministry of Education has added a comprehensive practical activity course including research-based learning in the "Full-time General Senior High School Curriculum Project" promulgated in January 20XX, and issued the "Ordinary High School" research on April 11, 20XX. Learn the Implementation Guide. The Guangdong Provincial Department of Education decided to start the "Research Study" compulsory course in the first year of the full-time general high school in the province from the autumn of 20XX, three sessions a week. Within three years, the "Research Study" course will be offered in all grades of high school. In the autumn of 20XX, our school has carried out the exploration of research-based learning mode based on the network environment in the political discipline of the first year of high school. In March 2001, it began to undertake the provincial-level research on "network teaching and research learning". This time from the fall of 20XX, the formal implementation of the research study course in our school has laid a good foundation.
Based on the above understanding, combined with the actual situation of the school, we have developed this program, which will be officially implemented in the fall of 20XX.
I. Implementation objectives of the research study course
main target
Through the emotional experience and inquiry practice to cultivate students' innovative spirit and practical ability, improve students' information literacy and ability to solve practical problems, let students learn to share and cooperate to form a positive attitude towards life.
Staged goal
First year of high school: Focus on cultivating students' problem awareness, guiding students to put forward their own research and experience, and try to study the learning style and experience the fun of learning.
Grade 2: Focus on cultivating students' information literacy, that is, cultivating students' ability to collect, analyze, process, and process information, as well as preliminary design and research solutions, and building knowledge models to study and solve problems.
The third grade: focus on cultivating students' ability to creatively solve practical problems, establish a good thinking mode, and initially master the methods and skills for conducting scientific research, laying a preliminary foundation for the development direction of students' research.
Second, the implementation principles of research study courses
1. The principle of openness
Research-based learning is an open learning situation.
The learning content is open. Astronomical geography, ancient and modern Chinese and foreign, as long as it is a topic of interest to students, and has certain feasibility, can be used as research topics.
The learning space is open. It emphasizes the connection between theory and practice and emphasizes the role of activities and experiences. The place of study is no longer limited to classrooms, laboratories, and libraries. Instead, it is necessary to go out of school to conduct social practice, conduct on-the-spot investigation and evidence collection, visit experts, and collect information through the Internet.
Learning methods and ways of thinking are open. Students can choose the form of learning that suits them, such as problem discussion, subject design, experimental operation, and social survey. It is necessary to comprehensively apply multiple subject knowledge to analyze and solve problems. The way of thinking ranges from plane to three-dimensional, from single to plural, from static development to dynamic, from passive development to initiative, from closed development to openness.
The channels for collecting information are open. Instead of simply getting information from textbooks and reference books, students collect information from lectures, the Internet, the media, and interpersonal communication.
The teacher-student relationship is open. Students are always in an active position in research, and teachers play the role of knowers, collaborators, and service providers. Promote debates between teachers and students and encourage students to dare to deny.
2, the principle of subjectivity
In the "research study" activities, students are the main body, and students should be independent activities; the main task of teachers is to give guidance and help. Students should be given more choices of activities and opportunities to design, organize, and conduct "research-based learning" activities, and give full play to their autonomy, so that students can have fun in the middle of the study and study, gain income, and grow their talents.
3. Process principle
Different from the expected goal of quantifiable and operability in the subject teaching, the research learning process sees the whole learning process more important than the result. After a period of research, students may be ridiculous and ridiculous. But this is not important, because students can gain direct feelings about society through hands-on practice such as designing topics, finding materials, hands-on experiments, social surveys, etc., understanding the general process of scientific research, trying to communicate and cooperate with others, knowing that In addition to the textbooks, there are many channels for obtaining information, trying to integrate existing knowledge to solve the problems being studied. It is the main purpose of research learning that enables students to gain the above feelings and experiences. So in this sense, the research learning process itself is precisely the result it is pursuing.
4. Adapt to local conditions and combine the actual principles of the school
Research-based learning is a compulsory course prescribed in the new curriculum plan, and all students must participate. Research-based learning is a course that is mainly developed by the school. Currently, there are many difficulties in teaching materials, instructional books, teachers, and equipment. Undoubtedly, the establishment of research study courses will promote the improvement of students' comprehensive quality, but under the current college entrance examination system, the teaching work of basic subjects cannot be weakened. As an experimental school, our school decided that in the new school year of the fall of 20XX, the higher level does not set up an independent research study class, but conducts research study in various basic subjects, and the experiment is conducted by physics, chemistry, and politics. Key subjects. Then on this basis, gradually develop in various disciplines of all grades. We believe that there are five advantages in this approach: one is to promote the enthusiasm of all teachers; the other is to help solve the problem of students carrying out research-based learning materials; the third is to make full use of the existing class hours, to alleviate students Excessive burden; Fourth, it is conducive to improving the quality of student research topics; Fifth, it is conducive to overcoming students' problems in learning methods in basic subjects and research-based learning courses.
Third, the organization and implementation of research study courses
Course schedule
Since the fall of 20XX, we have officially opened a "Research Study" course in the Physics, Chemistry, and Politics departments in the first year of our school. Each class is divided into three classes per week. Other disciplines should also be combined with classroom teaching to conduct research-based learning.
Course content and type of study
The content of the research study course can be derived from the following aspects:
The extension and extension of basic subject knowledge.
Problems in a subject area.
Specific phenomena or problems in life and social life.
It is related to social life and involves interdisciplinary content.
According to the different research contents, the research types of research learning can be divided into two major categories:
(1) Subject research class. The research of the subject is mainly aimed at understanding and solving a certain problem, including investigation and research, experimental research, and literature research.
(2) Project design category. The main purpose of the project design is to solve a more complicated operational problem, which generally includes two types of design of social activities and design of science and technology projects.
Course organization
We use the following three forms to organize the implementation of research-based learning courses:
1. Forms of group cooperation research
Generally, the group consists of 4-6 people. The students themselves recommend a team leader. The teacher is a teacher or a person with certain expertise is the instructor. During the research process, the members of the research team each have independent tasks, which have both division of labor and cooperation, and each director has synergy and complementarity.
2. Individual independent research forms
Appropriate use of the "open long-term operation" form, that is, the teacher to arrange the research learning task to the whole class, can put forward a comprehensive research topic, each student has specific questions, and each research activity is relatively independent Complete research study assignments in one semester.
3. The combination of personal research and collective discussion in the whole class
In the class where the learning foundation is relatively weak, a combination of personal research and collective discussion of the whole class is adopted. The class revolves around the same research topic, collecting information, conducting inquiry activities, drawing conclusions or forming opinions. Then through the class discussion or debate, share the preliminary research results, so as to promote the students to deepen the research on the original basis, and then enter the second round of seminars, or complete their own papers.
Project development and implementation steps
1. The general process of research study implementation
2, the implementation steps
Topics for research topics
1 The teacher selects the topic to be announced, and the student chooses the research topic.
Each preparation group of each grade proposes a number of research topics according to the characteristics of the subject every semester. After being reported to the department for examination and approval, it is announced to the students, and the students select topics according to their own interests.
2 students' independent topics
In order to encourage students to make bold innovations, students can also study research topics or sub-topics, report them to teachers in various subjects, and approve them.
3 After the student selects the topic, fill in the opening report and submit it to the teaching department for review. The school's teaching department adjusts and balances according to the summary of the students' selected topics, so as to avoid the situation where students choose too concentrated.
Design of the research program
After the establishment of the research group, the students under the guidance of the teachers, group research plan design.
Exchange of research programs
After the group research program is determined, each class organizes a study protocol design exchange to promote mutual learning and improvement of students, and further improve the research program.
Implementation of the research plan
According to the determined research plan, the students use the time of the course arrangement and weekends, holidays, and division of labor to carry out research activities such as investigation, research, experiment, and production. On this basis, the research report is completed. Students fill out the activity process table and the research results report form.
Display and exchange of research results
After the teams completed the research report, the results were exchanged: the teams sent representatives to introduce the research results and summarize the experiences and gains of participating in the research study. The exchange of research results can be carried out in the form of online presentations, seminars, and defense meetings.
Fourth, the evaluation of research study courses
1. Evaluation principle
Research-based learning emphasizes the process of learning, emphasizes the application of knowledge and skills, emphasizes students' participation in exploratory practice activities and gains insights and experiences, and emphasizes the participation of all students. Therefore, it is necessary to adopt the method of formative evaluation, attach importance to the evaluation of the process and the evaluation in the process, pay attention to the self-evaluation and self-improvement of the students in the learning process, and make the evaluation become the students to practice and reflect, discover themselves and appreciate others. At the same time, it is necessary to emphasize the motivation of evaluation, encourage students to develop their own individuality, display their talents, and strive to form an atmosphere that encourages students to be aggressive and innovative.
In general, the evaluation of research learning can follow the following five principles:
1 Incentive evaluation combined with management evaluation, and incentive evaluation is the main;
2 Process evaluation combined with result evaluation, process evaluation is the main;
3 Combine your own evaluation with the evaluation of others, and focus on your own evaluation;
4 Qualitative evaluation combined with quantitative evaluation, qualitative evaluation;
In short, it is necessary to evaluate students' self-confidence, evaluate the potential of students, and evaluate students' success and development.
2. Evaluation content
Open question evaluation: Focus on evaluating students' awareness and ability to find problems, ask questions and solve problems.
Mid-term evaluation: Focus on evaluating the implementation of student research projects, attitudes, research methods, abilities, and the spirit of working with partners.
Conclusion evaluation: Emphasis is placed on evaluating the expression and communication of student research results, and the awareness and ability of innovation.
3. Evaluation method
Adopt a combination of instructor evaluation, student mutual evaluation, and student self-evaluation.
4. Evaluation form
1 rating
The academic achievement of research study is sent to the Academic Affairs Office for enrollment. At the end of each semester, the teachers who conduct research-based learning, the results of the students in this semester, according to the combination of instructor evaluation, student mutual evaluation, and student self-evaluation. According to the four grades of excellent, good, qualified and unqualified, fill out the evaluation form and send it to the class teacher. The class teacher will still be in accordance with the scores of each subject and the performance of research study, and still be excellent, good, qualified and unqualified. Evaluate the academic performance of the student's research study in this semester and send it to the Academic Affairs Office for enrollment.
2 incentive evaluation
The teaching department collects and evaluates the research results of the students. Each semester organizes a research and exhibition of outstanding achievements in research learning. Teachers and experts are invited to identify and evaluate outstanding achievements, and award the first, second and third prizes. A group of students and instructors who have achieved excellent results.
V. Organization and management of research study courses
The school starts from the aspects of organizational construction, system construction, learning assessment and overall coordination, and strengthens the development, implementation, evaluation and management of research-based learning.
1. Establish a school research study course leading group
Team leader: Vice President Lin Yiping
Deputy Team Leader: Director Li Guokai, Deputy Director Lin Yuhua
Members: Teacher Wang Yongqing, Teacher Xue Zexian, Teacher Liu Yizhen, Teacher Mao Xiaoling
2. Strengthen management measures
Implement job duties
Each class is led by the class teacher. Each task group is led by the instructor, and the instructor is held by a subject teacher or an external person.
Do a good job in teacher training
1 Strengthen learning. Under the unified arrangement of the school leadership team, the teaching and research group should organize teachers to seriously study the "New Curriculum Project" and the "Full-time General Senior High School Syllabus" and the "Research Study" materials.
2 Strengthen training. Under the unified arrangement of the school, the teaching and research group should formulate training programs for key teachers and teachers. The method of teacher training adopts the method of "send out" and "please come in", and combines off-campus and on-campus training; the combination of off-the-job training and on-the-job training enables teachers to update their knowledge structure, encourage teachers to learn and learn, and accumulate Be a guide for students to learn and love to learn.
3 Incorporate the teaching of the "Research Study" course into the teaching and management of the teaching and research group. The "Research Study" teaching plan must be formulated for each semester. Teachers should formulate practical plans and programs and teaching plans for each subject, and treat them in the same way as subject courses.
3. Create a course file
Student file:
1 subject research plan table
The report is completed by the research group and is mainly used for reviewing the topic, including the theme, purpose and meaning, the background of the project, the activity plan, and the expected results of the project.
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