High school mathematics research study report

Research-based learning is the study of students' choice and determination of topics from nature, society and life under the guidance of teachers. Actively acquire knowledge, apply knowledge, solve problems in a scientifically similar way, and actively acquire knowledge in the research process. Learning activities that apply knowledge and solve problems. Research-based learning, together with social practice, community service, and labor technology education, constitutes a “comprehensive practice activity” and is included as a compulsory course in the “Full-time General Senior High School Curriculum Program”.

First, the question is raised

Background

The globalization of the economy and the approach of the era of knowledge economy have brought unprecedented urgent demands on creative talents and the innovative spirit of workers. The third "full church" focused on improving the quality of the people and enhancing the height of comprehensive national strength. It clearly pointed out: "The implementation of quality education is to fully implement the party's educational policy and to improve the quality of the people as the fundamental purpose to cultivate students' innovative spirit and The practical ability is the focus.” The cultivation of students' innovative spirit and practical ability is restricted by many factors, and curriculum reform can be regarded as one of the measures. The implementation of each course should be conducive to the cultivation of students' innovative spirit and practical ability, which is the background of research-based learning.

The discussion of curriculum reform within the education sector has always been a hot spot in education reform. The curriculum construction in our country has been influenced by the children's center, structural center and humanistic cognition of international curriculum integration theory--integration theory and other integration schools. In the 1990s, after extensive practice, three major courses were established, namely: Compulsory + elective course + activity class. Although the division of these three sections is not logically clear enough, it is simple and easy to implement in practice. The other division is divided into three sections according to the curriculum setting permission: the national curriculum ten local curriculum ten school curriculum. The expressions of these two divided courses are carried out from the external and explicit attributes of the course. At the end of the 1990s, people paid more and more attention to the excavation of the connotation of the curriculum, and proposed that they should pay attention to the three characteristics of the curriculum, namely: basic, expansive and research. Based on the top-down and bottom-up practice of curriculum reform, the emergence of research-based learning courses can be said to come into being. This is the background of research-based learning.

The development of school-based curriculum is a more active part of the curriculum reform. A variety of school-based courses, such as cultivating hobbies and developing individuality, as well as morality, psychology, technology, humanities, and leisure. Where is the in-depth development of school-based curriculum? The research study course is indeed a rational value direction, which is the micro background of research learning.

2. Why do you want to propose research study?

To implement quality education with a focus on innovation and practical ability, an important point is to change the way students learn.

The acquisition of students' knowledge, the improvement of their abilities, and the development of behavioral habits are, in the final analysis, the result of student learning. Therefore, the important issue that school education needs to pay attention to is how to make our students form a learning style. Under the original education and teaching conditions, many students' emphasis on mechanical memory, shallow understanding and simple application is based on passively accepting the teacher's knowledge transmission. This kind of learning is very unfavorable for the cultivation of students' innovative spirit and practical ability. In response to this situation, a key point of the current teaching reform is to help students change the original simple and acceptable learning style through the adjustment of teaching objectives, content and ways, and form an active initiative in learning while conducting effective learning. Explore and pay attention to the active learning methods of practical problem solving.

In the process of research-based learning, teachers play an organizational and guiding role. In terms of time arrangement, students are more independent and exploratory learning activities. Such teaching activities are obviously different from the passive acceptance of the teacher's knowledge transfer, and it is also beneficial to the cultivation of students' innovative mental practice ability.

The mastery and application of a new learning style depends on the corresponding course carrier.

As long as the teaching is handled properly, the original course content can also support the development of student research learning to a certain extent. Many of our outstanding teachers are in the original subject curriculum teaching, which not only effectively guide students to master the basic knowledge and basic skills, but also cultivate students' awareness and ability to actively learn and actively explore. Therefore, it is possible and necessary to attach importance to the cultivation of students' inquiry spirit and ability in the teaching of each subject. Moreover, if we can do both the foundation and the innovative spirit in all subjects, it is a high level of teaching. However, from the current situation, it is still more difficult to do this more widely.

First, a considerable number of teachers' traditional teaching concepts and teaching behaviors form a fixed position. In the case of little change in teaching content and teaching conditions, it is necessary to have a longer change in order to guide students to change their learning styles. process.

Second, in the teaching of basic courses, how to deal with the relationship between "playing the foundation" and cultivating inquiry ability and innovative spirit is a new subject to be solved for most teachers.

Therefore, if a new type of curriculum can be developed and its implementation is mainly based on research-based learning, then changes in the way students learn, changes in teachers' teaching concepts and teaching methods will be easier to achieve.

The development of the original activity class practice requires new growth points.

In recent years, the activity class, as a type of course that is different from the subject curriculum, has been widely implemented in school education, and has expanded an extremely important position for the comprehensive promotion of quality education. The content and form of the activity class is rich and varied and is very popular among students. However, in practice, the existing activity classes are more focused on the deepening and expanding knowledge activities of the subject teaching content, focusing on the skills class activities that cultivate life, professional skills and hands-on ability, focusing on Tao Zhi temperament. Fitness and physical activity classes such as physical fitness. Compared with the activity class in ordinary high school, where should it be raised? How to realize the unique role of activity classes in the cultivation of innovative spirit and practical ability? These are all issues that need to be resolved. The setting of research study in the comprehensive practice activity section has found a new growth point for the development and level of the practice of high school activities.

Every high school student has great potential to develop innovative spirit and practical ability.

In the past, there were also many science and technology groups. Under the guidance of the instructors, the students carried out research and exploration activities and achieved good results. But these groups often have only a few outstanding students to participate. Can we offer all of our students the opportunity for this open research activity? The existing practical experience shows that each high school student has sufficient development potential, and the ability of students with poor academic performance to explore desires and solve practical problems is not necessarily worse than others.

Schools around the world have the possibility to conduct research-based learning activities.

Research-based learning emphasizes the need to combine research topics in student life and social life, while making full use of the school's and local educational resources. Although there are big differences in the internal and external conditions of schools around the country, they all have educational resources for development and utilization. Students can also start from the local reality and find problems that are of interest to them and have exploration value. In a sense, the more difficult the region, the more urgent it is to develop the awareness and ability of students to apply what they have learned to solve practical problems.

Helps to change teachers' educational concepts and educational behaviors.

3. Set the purpose of research study

The key to implementing quality education with a focus on cultivating innovative spirit and practical ability is to change the teaching methods of teachers and the way students learn. The purpose of setting up research-based learning is to change the way students learn by simply accepting the knowledge imparted by the teacher, to build an open learning environment for students, to provide multiple channels to acquire knowledge, and to integrate the learned knowledge into practical opportunities. Promote their formation of positive learning attitudes and good learning strategies, and foster innovative spirit and practical ability.

Changes in the way students learn change require that teachers' educational concepts and teaching behaviors must also change. In research-based learning, teachers will become facilitators, organizers, and mentors of student learning. In the process of participating in the research-based learning, teachers must constantly absorb new knowledge, update their knowledge structure, improve their overall quality, and establish a new type of teacher-student relationship.

At present, due to the limitations of traditional subject teaching objectives, content, time and teaching methods, it is still difficult to implement research-based learning in subject teaching. Therefore, the inclusion of research-based learning as a special teaching activity as a compulsory course in the "Full-time General Senior High School Curriculum Project" will gradually promote the development of research-based learning and ensure the deepening of this activity from the system. To meet the needs of students to actively explore research, gain hands-on experience, and develop the ability to solve practical problems in an open and realistic situation.

Second, the characteristics of research learning

Research-based learning is open, exploratory, and practical. It is a learning process in which teachers and students explore new knowledge together. It is the determination of teachers and students to complete research content around problem solving, the choice of methods, and mutual cooperation and communication for problem solving. the process of.

Openness

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 subject, or it may be multidisciplinary and cross-cutting; it may be biased towards practical methods 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 population, 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.

The “research-based” course requires students to collect information, screen, conduct social research, select reasonable research methods, and draw their own conclusions after mediating the subject, thus cultivating students’ Innovative awareness, scientific spirit and practical ability. Its biggest feature is the openness of teaching.

The teaching 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 teaching space is open. Emphasize the connection between theory and practice, and emphasize the role of activities and experiences. The place of study is no longer limited to classrooms, laboratories, and libraries. It is necessary to go out of school to conduct social practice; to conduct on-the-spot investigations, collect experts, collect information, and so on.

Learning methods and ways of thinking are open. For different goals, choose the form of learning that suits them, such as problem discussion, project design, experimental operation, and social survey. To comprehensively apply a variety of subject knowledge, the ability to analyze and solve problems is enhanced. The way of thinking ranges from plane to three-dimensional, from single to plural, from static to dynamic, from passive to active, from closed to open.

The channels for collecting information are open. Instead of simply getting information from textbooks and reference books, it collects 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.

Exploratory

In the process of research learning, the content of learning is the research topic independently determined by the teacher under the guidance of the teacher: the way of learning is not passively remembering, understanding the knowledge imparted by the teacher, but sensitively discovering the problem and proactively asking questions. Actively seek ways to solve problems and explore 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 students to discover and present. Students should be encouraged to explore the methods of problem solving and draw their own conclusions.

3. Practical

Research studies emphasize the connection between theory and society, science and life, with particular attention to environmental issues, the impact of modern technology on contemporary life, and the major issues closely related to social development. Students should be guided to pay attention to real life and participate in social practical activities. At the same time, the design and implementation of research learning should provide conditions and possibilities for students to participate in social practice activities.

Third, the goal of research learning

1. Targeting of research learning

Research-based learning pays special attention to students' innovative spirit and social practice activities. Its target orientation is related to the general subject teaching objectives, but also has great differences. The specific emphasis is:

Develop the ability to collect and process information.

From the perspective of cognitive psychology information processing theory, the process of students' learning is essentially the process of information processing. Compared with the general learning method that aims at memory and understanding, the research learning process revolves around a problem that needs to be solved and solved, and ends with solving problems and expressing and communicating. As far as the process of research learning is concerned, students need to develop their ability to discover and ask questions, their ability to solve problem ideas, their ability to collect information, their ability to analyze data and draw conclusions, and their ability to express ideas and communicate results. To master the basic scientific methods, learn to use a variety of effective means to obtain information through multiple channels. In an open environment, the cultivation of students' autonomy, initiative fear and processing and processing information is the key.

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Develop an innovative spirit and gain a positive experience of participating in research and exploration.

The process of research learning is also the process of emotional activity. In general, the vast majority of the results obtained by students through research-based learning can only be based on the existing innovations of their own or surrounding students, and it is unlikely to reach the level of scientific discovery. Research-based learning emphasizes that by allowing students to participate independently and actively participate in activities similar to those explored by scientists, they can gain experience and gradually form a psychological tendency to be questionable, willing to explore, and strive for knowledge in daily learning and life.

Learn to communicate and cooperate.

The development of modern science and technology is the result of people's cooperation and exploration. The humanistic spirit of the society is also an important cornerstone for cooperation and cooperation. However, in the past classroom teaching, there were not many opportunities to cultivate students' cooperative spirit, and more of them stayed at the level of oral guidance and encouragement, and they were not good, and many still taught. The process of research learning is a process of interpersonal communication and cooperation. In order to complete research tasks, it is generally inseparable from the cooperation within the research group and the communication and cooperation with people outside the curriculum group. Therefore, research-based learning also regards learning cooperation as an important goal.

Develop scientific attitudes and scientific ethics.

The cultivation of innovative spirit can only form a valuable result for society and for personal development if it is unified with the cultivation of scientific attitudes and scientific ethics. The existing practice tells us that the students participate in the research of the subject is very interested, but almost all problems and difficulties will be encountered in the implementation process. In the process of research-based learning, students should learn to proceed from reality, earnest conclusions through careful and practical inquiry, and know how to respect the achievements of others.

Develop a sense of responsibility and mission to society.

Contacting the society to carry out research activities has created favorable conditions for the development of students' sense of social responsibility and mission. In the process of research-based learning, students must not only strive to improve their creativity and cognitive ability, but also learn to care about the progress of society, the future of the motherland, the destiny of mankind, the development of the economy, the protection of the environment, and strive to make their own spirit. The realm has been sublimated.

Activate the knowledge storage in various learning and try to use the comprehensive knowledge.

High school students have accumulated knowledge in many disciplines and laid a favorable foundation for their future development. However, if this knowledge is left in a state of mutual division and standby for a long time, they will be forgotten and will gradually promote the possible effects. The important goal of research students is to increase the value of each subject in a comprehensive application.

From the above objectives of research study, it has important positive significance for the implementation of quality education with moral education as the core, innovative spirit and practical ability. It is suitable for students to study in various subjects, lay a good foundation, master methods, Improving ability and cultivating enthusiasm are all beneficial.

2. The goal of research learning

Research-based learning emphasizes the practical application of the knowledge and skills learned, and focuses on the learning process and the students' practice and experience. Need to focus on the following specific objectives:

Get hands-on experience in research and exploration

Research-based learning emphasizes that students participate in learning activities similar to scientific research, gain personal experience, and gradually form a positive attitude that is adept at questioning, willing to explore, diligent, and strive to be knowledgeable, generating positive emotions and inspiring their desire to explore and innovate.

Develop the ability to discover and solve problems

Research-level learning usually revolves around a practical problem that needs to be addressed. In the process of learning, by guiding and encouraging students to discover and ask questions autonomously, design solutions to problems, collect and analyze data, investigate and study, draw conclusions and conduct results exchange activities, and guide students to apply existing knowledge and experience. Learn and master some scientific research methods to develop the ability to discover and solve problems.

Develop the ability to collect, analyze and use information

Research learning is an open learning process. In learning, it is important to develop the ability of students to actively collect, process, and utilize information around research topics. Through research-based learning, students should learn to use a variety of effective means to obtain information through multiple channels, learn to organize and summarize information, learn to judge and identify the value of information, and make appropriate use of information to cultivate the ability to collect, analyze and use information. .

Learn to share and cooperate

The awareness and ability of cooperation is the basic quality that modern people should have. The research of research will strive to create an educational environment conducive to interpersonal communication and cooperation, so that students learn to exchange and share research information, ideas and achievements, and develop a team spirit that is willing to cooperate.

Cultivate scientific attitudes and scientific ethics

In the process of research-based learning, students must earnestly and practically explore, seek truth from facts, respect others' ideas and achievements, develop a rigorous and realistic scientific attitude and constantly pursue the spirit of enterprising, and hone their fears of hardship and courage to overcome difficulties. Will quality.

Develop a sense of responsibility and mission to society

In the process of research-based learning, through social practice and research, students should have a deep understanding of the meaning and value of science for nature, society and human beings, learn to care about the progress of the country and society, learn to pay attention to the harmonious development of human and environment, and form a positive life attitude.

3. Research learning and efficient learning

What requirements will the “post-industrial society” put on education? There are two ideas now: one idea is "efficient learning." The basic assumption of this line of thinking is that the use of advanced learning methods can fully develop the learning potential of people, and the revolution of learning methods will be doubled, even ten times and hundreds of times to improve people's learning speed. Therefore, in the era of knowledge explosion, we should pay attention to the study of learning methods, including various fast reading methods, memory methods, thinking skills and the use of multimedia technology.

Another way of thinking is "research learning." The basic idea of ​​this idea is that cultivating people's creative ability and innovative consciousness is the core of school education in the information age, and the key to the cultivation of creative ability is the ability to process information; therefore, research-based learning should be provided, that is, in the teaching process. Create a situation and approach similar to scientific research, let students learn to collect, analyze and judge a large amount of information through active exploration, discovery and experience, thereby enhancing thinking and creativity.

The above two ideas have their own interpretations of the learning style of the information age, but from the perspective of the educational concepts and teaching practices of the two learning methods, there are great differences between the two.

The so-called efficient learning places great emphasis on the learning of learning methods, and its main purpose is to improve the efficiency of learning. It emphasizes "giving people to fish," but does not actually care what "fish" is hit. The first thing that efficient learning pursues is to master the amount of knowledge rather than quality. It largely reflects the notion of focusing on unit time efficiency in the industrial age.

Compared with efficient learning, research-based learning is more concerned with the learning process than the outcome. Research-based learning also emphasizes methods, but it places less emphasis on the skills and methods of learning knowledge, and more on ways and means of developing thinking skills, especially creative thinking skills. In such a learning process, the key to learners is whether they can choose, judge, interpret, and apply what they have learned so that they can discover and create. In other words, the process of research learning is itself the result it seeks. From the perspective of educational psychology, learning can be divided into three levels: one is the study of concepts, the concept to understand the nature of things; the second is the learning of rules, understanding the connection between concepts and concepts; the third is the solution of problems Learning, that is, using concepts and rules to solve practical problems. Research-based learning is mainly a third-level learning. Its purpose is to develop the ability to apply scientific knowledge to solve practical problems. This is the fundamental difference between it and general knowledge and skills learning.

Research-based learning and efficient learning are not antagonistic, but interdependent and mutually transforming. However, from the perspective of the era of school education, research study should undoubtedly be the dominant way of learning in the information age. Especially in the context of the current transition from exam-oriented education to quality education in China's basic education, it is of great practical significance to advocate and explore the research-based learning of primary and secondary school students. The future teaching organization will be research-based learning plus individualized group teaching, and will become the main feature of the teaching form in school education in the 21st century.

Fourth, the psychological basis of research learning

Cognitive learning theory and humanistic learning theory lay the foundation of research learning theory from the perspective of scientism and humanism. The research learning concept has the basic characteristics of science, subjectivity, exploration and innovation. The specific description is as follows:

The research learning concept is a scientific learning concept based on modern learning theory. The learning process is a positive and meaningful learning process.

From the perspective of students' physiological and psychological characteristics, students have the potential to explore and create. Research-based learning itself can stimulate students' interest and motivation in learning and curiosity.

Research-based learning emphasizes the use of scientific cognitive methods and strategies to respect the cognitive patterns of student learning.

Research-based learning focuses on knowledge representation, cognitive structure development and problem solving.

Research-based learning is not only about obtaining the results of problem solving, but also focusing on learning creativity and subjective personality cultivation, and as the main purpose of research-based learning.

While studying the research learning theory, learning psychologists also explored the operational mode of research learning. The representative operating modes are mainly the following:

1. Accept the combination of learning and discovery learning

Bruner developed a learning model that has formed a cluster of discovery-based teaching methods; Ausubel uses a meaningful learning perspective to subtly combine discovery and acceptance in the learning process. It is found that the learning mode combining learning and learning is consistent with the research learning concept.

2. Constructivist model of research learning

Constructivism evolved from the perspective of Piaget's structure. The constructivist learning model of research learning divides research learning into three phases, namely, conflict phase, construction phase and application phase. The constructivist learning model of research learning emphasizes the role of students in exploring the process of knowledge internalization, attaches importance to the creation of relevant problem scenarios in the teaching process, and attaches importance to the updating of knowledge structure, thus it has been widely applied in subject teaching.

3. Problem solving mode of research learning

The problem-solving model of research learning is based on the theory of cognitive psychology. The problem-solving model considers that research-based learning is the process of solving learning problems, students are active information processors, and problem-solving is the search for problem spaces. Therefore, the research learning process has three basic characteristics: goal orientation. Student learning is a purposeful process that ultimately ends up with a certain end state; cognitive operations. Students' learning depends on certain learning and thinking strategies, and a series of cognitive operations are performed accordingly; the sequence of operations. Learning activities include a series of psychological processes and series.

The problem-solving model of research learning divides the learning process into three phases: the problem representation stage; the strategy selection stage; and the reflection result stage.

The problem-solving model of research learning actually compares the learning process with the scientific research process and considers that the learning method is similar to the scientific research method. This learning model has received much attention in recent years.

4. Creative mode of research learning

The creative model of research learning emphasizes the process of students in research-based learning. The exploration process of the problem scenario. The process of carrying forward the mind and the way of thinking. Metacognitive monitoring process.

The creative learning model has been widely used in the teaching of mathematics, nature, music and other disciplines. This learning model is not only conducive to the exploration of students' learning potential, but also conducive to the development of students' personality and is conducive to the implementation of research-based learning. A life-sustaining learning model.

Research-based learning is a generalized problem-solving process. This process includes three levels of learning processes: the process of knowledge representation of problem-solving; the cognitive process of problem-solving; and the process of creative problem-solving.

The research learning model has its own characteristics in form, but the analysis from the psychological structure should include the psychological structure discussed above.

V. Content of research study

1. Openness is the main feature of research learning content selection

First, the content of research-based learning can be quite extensive, either in the traditional discipline or in the emerging discipline; it can be either scientific or human; it can be single The science can also be multi-disciplinary and cross-cutting; it can be focused on social practice, but also on literature research or speculation.

Second, under the same theme, the positioning of the research perspective, the determination of the research objectives, the choice of the entry, the design of the process, the application of the method and the expression of the results, etc., have considerable flexibility, leaving the show learners , the instructor's personality and ability to play enough.

2. Problematic is the main way of presenting research content

In research-based learning activities, the instructor usually does not provide a textbook for students to understand and remember, but to present a problem that needs 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.

3. Comprehensive, social and practical are several aspects that should be taken into account when studying the choice and organization of learning content.

In order to better achieve the goal of research-based learning, in view of the inadequacy of the content of the original middle school curriculum in China, the content selection and organization of research-based learning need to pay attention to the following requirements:

Comprehensive, that is, organizing multi-faceted or interdisciplinary knowledge content around a topic to facilitate the integration of knowledge and multi-dimensional and multi-dimensional thinking;

Sociality, that is, to strengthen the actual connection between theoretical knowledge and social life, paying special attention to major issues closely related to human survival and social development, and paying attention to the development of community resources;

Practicality, that is, while learning indirect experience, provides ways and opportunities to learn direct experience and gain a positive emotional experience in inquiry practice.

4. Hierarchical differences in research learning

Students participating in research-based learning are hierarchically different and different in type. Therefore, they can focus on the target orientation, and the characteristics reflected in the content selection can also be different. Some topics involve a high degree of comprehensiveness and are closely related to social life, while others may be more specific to a single subject and academic. In addition, teachers pay attention to guiding students to solve some open problems through active inquiry in daily teaching, which also reflects the nature of research learning to a certain extent, which is of great significance for improving the level of classroom teaching.

5. The focus of research learning

The focus of the research study course is the focus of quality education: the cultivation of innovative spirit and practical ability. For middle school students, innovation is more about the spirit of exploration that students show in the learning process, the discovery of new things, the strong desire to master new methods, and the ability to use existing knowledge to creatively solve problems. Innovation is hierarchical, and the innovations discussed here are different from the innovations of scientists and artists. The important task of the research study course is to educate and influence students through the implementation of this course. Based on the development of students, embodying subjectivity and developing students' rich personality; targeted and adapting to the level and needs of students of different ages; with the characteristics of the times, able to reflect the latest achievements of human civilization in a timely manner; thinking, exploring, discovering and innovating for students Provide the most space. The purpose is to make them as independent individuals, capable of discovering and understanding meaningful new knowledge, new things, new methods, mastering the basic laws contained therein, and having the corresponding ability to lay a comprehensive quality foundation for becoming innovative talents in the future. . The research study course starts from the cultivation of students' innovative spirit and practical ability. On the one hand, it should organize students to move, do, brain, engage in small inventions, small production, and carry out thinking training, but the more important aspect is to provide students with talents. A "soil" and a good atmosphere that is conducive to students' innovation and practice, thus enhancing students' pursuit of their own values.

6. Selection and design of research learning content

Explore resources according to local conditions. Selecting the content of research study, we must pay attention to the combination of the use of literature materials and the use of "live" materials in real life. c should guide students to pay full attention to local natural surrounds, humanistic surrounds, and realistic production and life. With the local and living environment of survival and development, we will find problems that need to be studied and solved. Taking the things around the students as the content of research study will help to improve the feasibility of research-based learning in schools around the country, help to cultivate the feelings and social responsibility of loving hometown and love the motherland, and help students to maintain in research-based learning activities. Strong motivation to explore and desire to create.

Pay attention to data accumulation and provide sharing opportunities. The openness of the learning content provides a broad space for students to actively explore, participate independently and explore new knowledge with teachers and students. The information obtained by teachers and students in the study of the research, the method strategy, the experience and the results obtained are valuable inspiration and reference for the losers and others. Accumulating these materials and becoming a learning resource shared and utilized by teachers and students is an important way for schools to carry out research-based learning courses.

Adapt to differences and give play to advantages. Research-based learning in different regions, different types of schools, and different students has different levels and types of content and methods. Therefore, the learning objectives can be determined differently, and each content can have its own characteristics. Schools should form research-based learning content with regional and school characteristics according to their traditional advantages and the educational resources inside and outside the school. At the same time, students should have enough room to choose their own research topics according to their own interests, hobbies and specific conditions. In addition, teachers should combine teaching content in daily teaching, and focus on guiding students to solve some open problems through active inquiry, which also reflects the value and nature of research learning to a certain extent. It also has a positive meaning.

six. Implementation of research learning

In the process of carrying out research-based learning, the roles of teachers and students have new characteristics. The way in which educational content is presented, the way students learn, the way teachers teach, and the form of teacher-student interaction must undergo major changes.

Type of implementation of research learning

1. According to different research contents, the implementation of research learning can be divided into two major categories, subject research class and project design 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.

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. The former is planned for an environmental protection activity, and the latter is such as the design, construction or renovation of a certain equipment and facilities.

A research-based learning activity on a topic can be of one type or a variety of research types. A more comprehensive topic often involves a variety of research content, requires the use of multiple farming methods and means, and requires a division of labor between participants.

2. There are three main types of research learning: group collaborative research, individual independent research, individual research and collective discussion in the whole class.

Group collaborative research is a form of organization that is often used. Students generally consist of 3-6 people, and adults with certain expertise are employed as instructors. 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.

Individual independent research can adopt the form of "open long work", that is, the teacher first arranges the research learning task to the whole class, can propose a comprehensive research topic, or can be uncertain, and each student can set a specific topic. And carry out research activities relatively independently, and complete research study operations in months to six months.

A combination of individual research and collective discussion in the class. The entire class needs to focus on 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 their research on their original basis, and then enter the second round of seminars, or complete their own papers.

General program for research learning implementation

The implementation of research learning can generally be divided into three stages: entering the problem situation stage, the practice experience stage and the expression communication stage. These three stages are not completely separated in the process of learning, but are intertwined and interactive.

1. Enter the problem situation stage

At this stage, teachers and students are required to jointly create certain problem situations. Generally, lectures can be held and visits can be organized. The purpose is to lay the foundation for background knowledge and mobilize the students' original knowledge and experience. Then, after discussion, the core questions are raised and the motivation for students' inquiry is induced. On this basis, determine the scope of the study or the research topic.

At the same time, teachers should help students to learn about the level of knowledge about research topics by collecting relevant information. The controversial issues implicit in this topic enable students to understand and analyze problems from multiple perspectives. On this basis, students can establish research groups to discuss and identify specific research options, including identifying appropriate research methods, how to collect information that may be obtained, preparing the skills required for the survey, possible actions, and possible result. In the process, students should reflect on whether the identified research questions are appropriate and whether they need to change.

2. Practical experience stage

After determining the problems that need to be solved, the students enter the process of solving the problem concretely, and form certain concepts and attitudes through practice and experience, and master certain methods. At this stage, the content of practice and experience includes:

Collect and analyze information materials. Students should understand and learn how to collect information, master interviews, access the Internet, access books, magazines, questionnaires, etc., and select effective ways to obtain the required information; learn to judge the authenticity, superiority and inferiority of the information, identify the original The subject research has valuable information that is importantly related, and eliminates marginal data; learns to organize and summarize the data in a logical and logical way, and draws corresponding conclusions. At this time, it is necessary to reflect whether the conclusions obtained have adequately answered the questions to be studied, and whether it is necessary to obtain other methods to obtain the evidence to support the conclusions.

Research. Students should select appropriate places to conduct surveys according to the research methods selected by individuals or groups, and obtain the survey results according to the determined research methods. In this process, students should truthfully record the basic information obtained in the survey, form a variety of forms of "work" in the process of recording the practice of the text, audio and video, production, and learn to summarize from various research results, experiments, information materials. Have an important idea or point of view to solve the problem, and reflect whether there is evidence sufficient to support the conclusion of the study, and whether there are other possibilities for interpretation.

Initial communication. Through the collection of data, preliminary research results obtained by research and research, students can fully communicate within the group or between individuals, learn to understand objective things, take seriously the opinions and suggestions of others, correctly understand themselves, and gradually enrich individual research results and cultivate scientific spirit. With a scientific attitude.

3. Expression and communication stage

At this stage, students will summarize, summarize and refine the gains, and form written materials and oral report materials. The expression of results should promote diversification. In addition to writing experimental reports and investigation reports according to certain requirements, it is also possible to adopt open debates, seminars, exhibition boards, posters, and publications. At the same time, students should be required to verbally The way of reporting is published to the class or by a teacher-sponsored defense.

Students share and stay with their classmates through exchanges and seminars. This is an indispensable part of research-based learning. In communication and discussion, students should learn to appreciate and discover the merits of others, learn to understand and tolerate, learn to analyze objectively and dialectically, and dare to be good at defending.

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. In the process 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 the research information exchange of students and become the organizers and proponents of communication. 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, guiding design of solutions to problems, or guiding students how to form Conclusion and so on.

Specific implementation of research learning

1. General requirements for the specific implementation of research learning

Compared with other types of learning methods, research-based learning focuses on the learning process rather than the results of research; it focuses on the application of knowledge and skills rather than the amount of knowledge; it focuses on engaging in exploratory practice activities to gain insight and experience. Rather than generally accepting the experience taught by others; focus on full participation, rather than focusing on only a few top student competitions.

2. Organizational form of research learning

In the research-based learning conducted in the comprehensive practice activity section, more research and exploration activities are carried out in the form of group cooperation. The research team is generally composed of 3-6 people. The students themselves select the students with strong research and organizational skills as the team leader, and employ adults with certain expertise as the instructors. During the research process, the members of the research group have their own points, and each team has its own strengths and complements each other. It is also possible to adopt a combination of personal research and collective study of the whole class.

3. General program to guide students to conduct research study

Taking the research activities in the activity course section as an example, the general program for schools to organize and guide students to conduct research-based learning is:

Open a science lecture and visit. The purpose is to lay the foundation for background knowledge, activate the students' original knowledge storage, provide the scope of the topic, and induce the motivation of inquiry.

Guide the topic. Research topics can be pointed out by the teacher or by the student. More is through the cooperation of teachers and students, and finally determine the topic. Small entry-cut topics directly related to student life are more popular and easy to implement.

Organize research groups to develop research plans. The research team mostly adopts the practice of free combination of students and appropriate adjustment of teachers. The research plan should have a clear description of the objectives, the specific methods of research and the design of the work program. The judging panel, which is attended by teachers or participated by teachers and students, can be organized to demonstrate the research plan designed by the students. The research team hires teachers from the school or outside the school as the subject instructors, which will play a beneficial role in the smooth development of the research.

Conduct research. Schools must give time to ensure that the necessary material conditions are created, and that students are guided by how to operate and how to use social resources. Students should make a detailed work record and keep a record of their feelings and experiences. The research team should actively seek the help of external forces.