How to write a social practice report on winter vacation in the country
National Health and Winter Holiday Social Practice Report
I. The specific objectives and methods of the investigation
? specific target
1. The current state of learning psychology of rural middle school students
2. Current psychological characteristics of rural middle school students
3. The current psychological causes and countermeasures of rural middle school students
investigation method
1. Questionnaire survey
The student questionnaire covers four aspects: educational values, learning attitudes, learning needs and learning objectives. The questionnaire survey was conducted in the first and second junior high schools in Yuxiakou Town. A total of 1021 questionnaires were sent and 1004 valid questionnaires were collected, which is close to the ideal number of high-efficiency samples.
2. Symposium and case investigation
The entire survey held two teacher symposia and four student symposia. These symposiums not only provide us with a lot of vivid and typical materials, but also provide a basis for rational analysis.
Second, the analysis of the survey results
The analysis of students' questionnaires and the results of many teachers and students have shown that the learning psychology of rural middle school students has obvious characteristics of the times.
Analysis of the current situation of learning psychology of rural middle school students
1. Education values
The survey shows that most rural students have relatively clear educational values. 74% of students believe that the role of learning is to improve their own quality, 10% of students believe that the role of learning is to test the secondary school and the university, 16% of the national students did not consider.
The survey also shows that the educational values of rural middle school students have significant economic and social characteristics. They believe that the economic income of rural youth is directly proportional to the level of education. 65% of the students think that high school graduates earn more money, 25% of the students think that the middle school graduates make more money, and 8% of the students think that the national small Graduates make more money, and only 2% of students think that illiteracy can get higher income.
2. Learning attitude
The survey results show that 67% of students have a higher enthusiasm for learning, 24% of students have a high level of enthusiasm for learning, and 9% of students are afraid of learning. This is consistent with their "decoration of secondary school or university" consciousness. It is worth noting that the number of students who are afraid of learning accounts for a considerable share. Moreover, we also found in the survey that 90% of students have their own "most annoying course." Students are afraid to learn or hate the root causes of certain courses. One is closely related to the teacher's teaching methods; the other is closely related to the practical value of the course. According to the survey results, 86% of the students have a high degree of enthusiasm for language, mathematics, physics, chemistry, and labor skills that are closely related to real life, and are not interested in academically strong history, geography, biology, and English. . In the course that students hate, English is one of the core courses in the middle school, and 57% of students believe that "English is of little use to our future life."
3. Learning needs
At present, "specialties" is a hot topic shared by teachers and students. Many educators even regard "specialties" as synonymous with "quality education". The controversy of this understanding is beyond the scope of this article. In the survey, we found that most students have a correct understanding of “specialties”, 92% of them have their own goals of interest, and 52% of students want guidance from teachers. At the same time, 78% of students hope to learn more practical and practical agricultural science and technology knowledge in the labor and activity classes, so that they can help them in their future work.
In the collation of the survey results, we got a set of data that shocked the teachers. 52% of the students thought that “school teachers can meet their own learning needs”, and 48% of the students think that “the school teachers have limited ability and hope to get a famous teacher. Pointing." For this result, perhaps we have doubts about the validity of the information, or emphasize its regional characteristics, but it is necessary to point out that "teacher behavior lag" has been recognized by more and more students, and more and more Seriously affect their learning.
4. Learning objectives
The survey results show that for the plan after graduation, 55% of students choose to study in high school or secondary school, 18% of students choose employment, and 27% of students have not considered it. 37% have a college wish.
The attitude of middle school students to “farming agriculture” is one of the important goals of our investigation. The survey results show that most of the rural middle-class students are unwilling to farm, the proportion varies with the grade, and the mentality presents a special kind of fluctuation. The fluctuation characteristics are: 69% in the first day, 58% in the second day, and 72 in the third day. %.
The current learning psychological characteristics of rural middle school students
The survey shows that the current learning psychology of rural middle school students is significantly different from that of rural middle school students.
1. The value of education tends to be diversified, pragmatic, and utilitarian
I jumped out of the "farm door" and went to the city. Most of them have realized that the important value of education is to help them improve their overall quality and enable them to master the basic cultural and scientific knowledge needed to survive and live in order to enhance their competitiveness in the future society. On this basis, some students with good family economic conditions and excellent grades are committed to pursuing university education.
The other two characteristics of the educational values of the middle school students are pragmatic and utilitarian. Middle and high school students are increasingly pursuing the economic value of future educational output. Many of them measure the value of the courses they have studied from an economic perspective, and then decide how much they work on different courses. They require that curriculum teaching be more connected to life and production practices, and that more practical techniques are infiltrated.
We know that due to age and knowledge constraints, the ability of middle school students to understand, analyze, and judge is not mature and unstable. In fact, the educational values of quite a few middle school students are confused. The reasons are as follows: First, more and more secondary school students and college students are difficult to find employment, which makes them lose confidence in the examination or college. Second, the academically strong national-Chinese cultural curriculum is difficult to meet the students' demand for professional technology. It is difficult for them to generate the inner stimulation and benefit-driven learning. These reasons make more and more students tired of learning. More seriously, during the teacher talks and interviews with the parents of the students, we found that due to the disappointment of the students' future, some parents and teachers also lost confidence in education, and they were both emotionally educated and educated. Breeding and spreading, we call this phenomenon a century of confusion in rural education. It is undeniable that this phenomenon reflects a negative educational value.
2. Longitudinal multi-level and horizontal multi-objectives of learning needs
In the survey, we found that rural middle school students have different characteristics of vertical learning and horizontal multi-objectives due to differences in individual learning foundation, educational values and expectations for the future. The vertical multi-level of learning needs means that students have different requirements for the depth of knowledge they have learned. Students who are ready to apply after graduating from the middle school only need to master the basic knowledge; students who are preparing for the secondary school are required to have a moderate degree of teaching and a moderate academic achievement; students who pursue university education are required to master the knowledge at the maximum capacity. The results are at the highest level. The horizontal multi-objective of learning needs refers to the broad requirements of students for the breadth of knowledge they have learned. They require both a good academic knowledge and a full training of their own specialties, as well as more practical skills.
3. The purpose of learning is clear, but subjective and inconsistent
A questionnaire survey of students showed that 73% of students have a clear learning purpose. However, through the comparative analysis of the questionnaire and the examination of the students themselves, we found that the students' learning objectives are seriously subjective and uncoordinated. The subjectivity of students' learning objectives is highlighted: they have recognized the difficulty of entering urban employment or employment in rural non-agricultural industries, but 67% of students said they are not prepared to farm in rural areas. Obviously, it is extremely unrealistic for such a large group to have this idea. In addition, 40% of students hope that they will succeed in their careers, but 48% of them are not prepared for higher education, or even prepare to go to high school, thus neglecting scientific and cultural knowledge for careers.
The fundamental role played by development. The inconsistency of students' learning objectives is mainly manifested in the inconsistency between thought and action. The survey results show that 33% of the students will be prepared to work in rural areas, but these students are not serious in the labor and technology courses, and they rarely have access to agricultural technology. At the same time, 37% of the students who are preparing for the university have not shown corresponding enthusiasm in their studies, but they have presented a negative waiting attitude.
Third, think about the results of the survey
Analysis of the Causes of the Learning Psychological Status of Rural Middle School Students
At present, the mainstream of rural students' learning psychology is positive and positive. They are growing up healthily, and there is also a negative side that cannot be ignored.
1. The impact of market economy development
From a macro perspective, rural middle school students deeply felt the rapid pace of national economic development and were grateful for the brilliant economic achievements. The survey results show that 98% of students are full of good future, and 82% of them have a deep understanding of the essential nature of the “competition” market economy. From a microscopic point of view, the gradual deepening of the market economy in the rural areas has made the production structure and production methods of agriculture constantly changing, and the vigorous work of peasant workers has made a qualitative change in the lives of rural people. Rural middle school students are extremely excited about these changes because they enjoy the economic and cultural interests that they have in them, making them reluctant to live in rural areas, and naively want to finish their studies early and go out to work.
2. The impact of national higher education reform
With the reform of higher education, more and more people will have the opportunity to go to college, so that some students are confident in the university. However, the reform of the higher education enrollment and distribution system in China has a negative impact on students. According to the survey results, 26% of the students think that the family can't afford the high cost of going to college in the future and give up the desire to take the university. 52% of the students think that the university does not have a distribution and feels awkward, so there is no purpose in learning. It is necessary to point out that due to the influence of the reform of the enrollment and distribution system of higher education, some students with both moral and political skills are confused and disappointed, and gradually diminish their interest in learning and lose their enthusiasm for learning.
3. The impact of comprehensive implementation of quality education in rural education
Quality education is an education that emphasizes the ability to survive and the ability to live. Its positive role for students is to make them realize the importance of having real talents and skills. Therefore, classroom teaching is required to be more connected with life practice and production practice, and spontaneously touch the examination-centered and one-sided pursuit of higher education rate. Teaching methods. Its negative effect on students is to make some students pursue the utilitarianism of learning too much, and ignore the basic significance of the academic curriculum with strong academics.
4. The impact of parenting education
At present, some of the rural middle-class students are single-children. They are in a relatively superior living environment and are favored by their families. They generally show that their will is not strong, they lack the spirit of enterprising, and they enjoy life. It is worth noting that after contacting many parents of students, we found that many parents have lower requirements for students, and most of them focus on discipline, while fewer and fewer parents are offered to students for high school, especially for university. Therefore, in the study, students form a contradiction between the family and the school outside the school.
5. The impact of school education
In the process of comprehensive implementation of quality education in rural education, rural countries are paying more and more attention to specialty education and cultivating students' individuality. However, due to the constraints of funds and talents, the vertical multi-level and horizontal multi-objective needs of students' learning cannot be met, resulting in conflicts between student needs and school education.
6. Teacher's influence
Among the many influencing factors, we believe that teachers have the most direct, lasting and effective influence on students. But the current problem is
I. The specific objectives and methods of the investigation
? specific target
1. The current state of learning psychology of rural middle school students
2. Current psychological characteristics of rural middle school students
3. The current psychological causes and countermeasures of rural middle school students
investigation method
1. Questionnaire survey
The student questionnaire covers four aspects: educational values, learning attitudes, learning needs and learning objectives. The questionnaire survey was conducted in the first and second junior high schools in Yuxiakou Town. A total of 1021 questionnaires were sent and 1004 valid questionnaires were collected, which is close to the ideal number of high-efficiency samples.
2. Symposium and case investigation
The entire survey held two teacher symposia and four student symposia. These symposiums not only provide us with a lot of vivid and typical materials, but also provide a basis for rational analysis.
Second, the analysis of the survey results
The analysis of students' questionnaires and the results of many teachers and students have shown that the learning psychology of rural middle school students has obvious characteristics of the times.
Analysis of the current situation of learning psychology of rural middle school students
1. Education values
The survey shows that most rural students have relatively clear educational values. 74% of students believe that the role of learning is to improve their own quality, 10% of students believe that the role of learning is to test the secondary school and the university, 16% of the national students did not consider.
The survey also shows that the educational values of rural middle school students have significant economic and social characteristics. They believe that the economic income of rural youth is directly proportional to the level of education. 65% of the students think that high school graduates earn more money, 25% of the students think that the middle school graduates make more money, and 8% of the students think that the national small Graduates make more money, and only 2% of students think that illiteracy can get higher income.
2. Learning attitude
The survey results show that 67% of students have a higher enthusiasm for learning, 24% of students have a high level of enthusiasm for learning, and 9% of students are afraid of learning. This is consistent with their "decoration of secondary school or university" consciousness. It is worth noting that the number of students who are afraid of learning accounts for a considerable share. Moreover, we also found in the survey that 90% of students have their own "most annoying course." Students are afraid to learn or hate the root causes of certain courses. One is closely related to the teacher's teaching methods; the other is closely related to the practical value of the course. According to the survey results, 86% of the students have a high degree of enthusiasm for language, mathematics, physics, chemistry, and labor skills that are closely related to real life, and are not interested in academically strong history, geography, biology, and English. . In the course that students hate, English is one of the core courses in the middle school, and 57% of students believe that "English is of little use to our future life."
3. Learning needs
At present, "specialties" is a hot topic shared by teachers and students. Many educators even regard "specialties" as synonymous with "quality education". The controversy of this understanding is beyond the scope of this article. In the survey, we found that most students have a correct understanding of “specialties”, 92% of them have their own goals of interest, and 52% of students want guidance from teachers. At the same time, 78% of students hope to learn more practical and practical agricultural science and technology knowledge in the labor and activity classes, so that they can help them in their future work.
In the collation of the survey results, we got a set of data that shocked the teachers. 52% of the students thought that “school teachers can meet their own learning needs”, and 48% of the students think that “the school teachers have limited ability and hope to get a famous teacher. Pointing." For this result, perhaps we have doubts about the validity of the information, or emphasize its regional characteristics, but it is necessary to point out that "teacher behavior lag" has been recognized by more and more students, and more and more Seriously affect their learning.
4. Learning objectives
The survey results show that for the plan after graduation, 55% of students choose to study in high school or secondary school, 18% of students choose employment, and 27% of students have not considered it. 37% have a college wish.
The attitude of middle school students to “farming agriculture” is one of the important goals of our investigation. The survey results show that most of the rural middle-class students are unwilling to farm, the proportion varies with the grade, and the mentality presents a special kind of fluctuation. The fluctuation characteristics are: 69% in the first day, 58% in the second day, and 72 in the third day. %.
The current learning psychological characteristics of rural middle school students
The survey shows that the current learning psychology of rural middle school students is significantly different from that of rural middle school students.
1. The value of education tends to be diversified, pragmatic, and utilitarian
I jumped out of the "farm door" and went to the city. Most of them have realized that the important value of education is to help them improve their overall quality and enable them to master the basic cultural and scientific knowledge needed to survive and live in order to enhance their competitiveness in the future society. On this basis, some students with good family economic conditions and excellent grades are committed to pursuing university education.
The other two characteristics of the educational values of the middle school students are pragmatic and utilitarian. Middle and high school students are increasingly pursuing the economic value of future educational output. Many of them measure the value of the courses they have studied from an economic perspective, and then decide how much they work on different courses. They require that curriculum teaching be more connected to life and production practices, and that more practical techniques are infiltrated.
We know that due to age and knowledge constraints, the ability of middle school students to understand, analyze, and judge is not mature and unstable. In fact, the educational values of quite a few middle school students are confused. The reasons are as follows: First, more and more secondary school students and college students are difficult to find employment, which makes them lose confidence in the examination or college. Second, the academically strong national-Chinese cultural curriculum is difficult to meet the students' demand for professional technology. It is difficult for them to generate the inner stimulation and benefit-driven learning. These reasons make more and more students tired of learning. More seriously, during the teacher talks and interviews with the parents of the students, we found that due to the disappointment of the students' future, some parents and teachers also lost confidence in education, and they were both emotionally educated and educated. Breeding and spreading, we call this phenomenon a century of confusion in rural education. It is undeniable that this phenomenon reflects a negative educational value.
2. Longitudinal multi-level and horizontal multi-objectives of learning needs
In the survey, we found that rural middle school students have different characteristics of vertical learning and horizontal multi-objectives due to differences in individual learning foundation, educational values and expectations for the future. The vertical multi-level of learning needs means that students have different requirements for the depth of knowledge they have learned. Students who are ready to apply after graduating from the middle school only need to master the basic knowledge; students who are preparing for the secondary school are required to have a moderate degree of teaching and a moderate academic achievement; students who pursue university education are required to master the knowledge at the maximum capacity. The results are at the highest level. The horizontal multi-objective of learning needs refers to the broad requirements of students for the breadth of knowledge they have learned. They require both a good academic knowledge and a full training of their own specialties, as well as more practical skills.
3. The purpose of learning is clear, but subjective and inconsistent
A questionnaire survey of students showed that 73% of students have a clear learning purpose. However, through the comparative analysis of the questionnaire and the examination of the students themselves, we found that the students' learning objectives are seriously subjective and uncoordinated. The subjectivity of students' learning objectives is highlighted: they have recognized the difficulty of entering urban employment or employment in rural non-agricultural industries, but 67% of students said they are not prepared to farm in rural areas. Obviously, it is extremely unrealistic for such a large group to have this idea. In addition, 40% of students hope that they will succeed in their careers, but 48% of them are not prepared for higher education, or even prepare to go to high school, thus neglecting scientific and cultural knowledge for careers.
The fundamental role played by development. The inconsistency of students' learning objectives is mainly manifested in the inconsistency between thought and action. The survey results show that 33% of the students will be prepared to work in rural areas, but these students are not serious in the labor and technology courses, and they rarely have access to agricultural technology. At the same time, 37% of the students who are preparing for the university have not shown corresponding enthusiasm in their studies, but they have presented a negative waiting attitude.
Third, think about the results of the survey
Analysis of the Causes of the Learning Psychological Status of Rural Middle School Students
At present, the mainstream of rural students' learning psychology is positive and positive. They are growing up healthily, and there is also a negative side that cannot be ignored.
1. The impact of market economy development
From a macro perspective, rural middle school students deeply felt the rapid pace of national economic development and were grateful for the brilliant economic achievements. The survey results show that 98% of students are full of good future, and 82% of them have a deep understanding of the essential nature of the “competition” market economy. From a microscopic point of view, the gradual deepening of the market economy in the rural areas has made the production structure and production methods of agriculture constantly changing, and the vigorous work of peasant workers has made a qualitative change in the lives of rural people. Rural middle school students are extremely excited about these changes because they enjoy the economic and cultural interests that they have in them, making them reluctant to live in rural areas, and naively want to finish their studies early and go out to work.
2. The impact of national higher education reform
With the reform of higher education, more and more people will have the opportunity to go to college, so that some students are confident in the university. However, the reform of the higher education enrollment and distribution system in China has a negative impact on students. According to the survey results, 26% of the students think that the family can't afford the high cost of going to college in the future and give up the desire to take the university. 52% of the students think that the university does not have a distribution and feels awkward, so there is no purpose in learning. It is necessary to point out that due to the influence of the reform of the enrollment and distribution system of higher education, some students with both moral and political skills are confused and disappointed, and gradually diminish their interest in learning and lose their enthusiasm for learning.
3. The impact of comprehensive implementation of quality education in rural education
Quality education is an education that emphasizes the ability to survive and the ability to live. Its positive role for students is to make them realize the importance of having real talents and skills. Therefore, classroom teaching is required to be more connected with life practice and production practice, and spontaneously touch the examination-centered and one-sided pursuit of higher education rate. Teaching methods. Its negative effect on students is to make some students pursue the utilitarianism of learning too much, and ignore the basic significance of the academic curriculum with strong academics.
4. The impact of parenting education
At present, some of the rural middle-class students are single-children. They are in a relatively superior living environment and are favored by their families. They generally show that their will is not strong, they lack the spirit of enterprising, and they enjoy life. It is worth noting that after contacting many parents of students, we found that many parents have lower requirements for students, and most of them focus on discipline, while fewer and fewer parents are offered to students for high school, especially for university. Therefore, in the study, students form a contradiction between the family and the school outside the school.
5. The impact of school education
In the process of comprehensive implementation of quality education in rural education, rural countries are paying more and more attention to specialty education and cultivating students' individuality. However, due to the constraints of funds and talents, the vertical multi-level and horizontal multi-objective needs of students' learning cannot be met, resulting in conflicts between student needs and school education.
6. Teacher's influence
Among the many influencing factors, we believe that teachers have the most direct, lasting and effective influence on students. But the current problem is
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