Research learning implementation

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.