High school research study report

High School Research Study Class - Opening Report Today is the information age of the world's science and technology, and the national competition is becoming increasingly fierce. Education is an important foundation for economic development and social progress. It is the main base for improving the overall quality of the nation and innovative talents. National strength and national cohesion are guaranteed reliably. Therefore, in order to fully implement quality education, cultivate students' innovative spirit and practical ability, and transform students' learning methods and teachers' teaching methods, the Ministry of Education has added a comprehensive study including research-based learning in the "Full-time General Senior High School Curriculum Project". Practice.
The Ministry of Education has carried out a series of reforms and adjustments to basic education. The goal is to focus on cultivating students' creative scholastic skills with a focus on innovation and practical ability, mainly through emotional experience and inquiry practice, to form mastery and apply knowledge, never Satisfy, pursue excellence in learning attitudes and discoveries, ask questions, research, solve problems, innovation awareness, learning ability, and focus on the lifelong sustainable development of students. A new learning method, the course of research study, is proposed. After a few months of preparations, the school officially opened the issue today. I was entrusted by the principal of the school to give a report on the topic of the school, and I asked the students to study and discuss.

1. What is research study? Why set up a research study course in a high school curriculum?

A: Research-based learning is a learning activity in which students choose and identify topics from nature, society, and life under the guidance of teachers, and actively acquire knowledge, apply knowledge, and solve problems in the research process. 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. Cultivate innovative spirit and practical ability.

2. As a course, what should be achieved in research study?

A: Research students emphasize the practical application of the knowledge and skills they have learned, the process of learning and the practice and experience of students. Therefore, it is necessary to pay attention to the following specific objectives: First, to gain the experience of personal participation in research and exploration. The second is to cultivate the ability to find problems and solve problems. The third is to develop the ability to collect, analyze, and use information. The fourth is to learn to share and cooperate. The fifth is to cultivate scientific attitudes and scientific ethics. The sixth is to cultivate a sense of responsibility and mission to society. 3. Research-based learning is included in compulsory courses. This is an important breakthrough in the reform of ordinary high school curriculum. What are the characteristics of research-based learning as a new curriculum?

The first one is open. The second is inquiry. The third is practical.

4. In the process of conducting research-based learning, the roles of teachers and students all 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 interactions must undergo major changes. So how should research learning be implemented and organized?

There are three main types of research-based learning: group collaborative research, individual independent research, and individual research combined with collective discussion in the class.
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.
After determining the problems that need to be solved, students should enter the specific problem-solving process and master certain methods through practice, experience, and formation of certain concepts and attitudes. The contents of this stage of practice and experience include:
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 research focuses on valuable data with important relevance, eliminating edge data; learning to organize and logically sorting and summarizing data, and discovering the relationship between information and materials; finally, comprehensively sorting out information to make judgments and draw corresponding 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.
Initial communication. Through the preliminary research results obtained by collecting data and research, students can fully communicate in the group or between classmates, learn to understand objective things, take the opinions and suggestions of others seriously, and correctly understand themselves.

5. Research-based learning is a new challenge for teachers, and the role of teachers has changed, from the authority of knowledge to the study of equal participation of students, from the transfer of knowledge to the promoters, organizers, and instructors of student learning. How to play the role of teacher guidance?

A: Research-based learning emphasizes the main role of students, and at the same time, it also emphasizes the guiding role of teachers. In the process of research-based learning, teachers should keep abreast of the difficulties students encounter in carrying out research activities and their needs, pay attention to observe the development of each student in terms of morality, ability and personality, give timely encouragement and guidance, and help them. Build confidence and further increase your enthusiasm for learning.

6. Evaluation is an important part of research-based learning. So, how should research-based learning be evaluated? What are the characteristics of the evaluation of research learning? What principles should be followed in the evaluation of research learning?

A: The content and method of evaluation must pay full attention to the learning attitude, pay attention to the process and method of learning, pay attention to communication and cooperation, and pay attention to hands-on practice. 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.
The first feature of research-based learning evaluation is the evaluation of subject diversity. The second feature is the richness and flexibility of the content. The content of research-based learning evaluation usually involves the following aspects: First, the attitude of participating in research-based learning activities. The second is the experience gained in research-based learning activities. The third is the mastery of learning and research methods and skills. The fourth is the development of students' innovative spirit and practical ability.
Research-based learning is an independent, open, and inquiry-based learning activity conducted by students in the context of broader educational materials. Schools should proceed from the reality and make full use of the school's existing resources in the library, laboratory, computer network, and teachers with expertise. At the same time, we must actively seek support from all walks of life, develop and utilize local educational resources, including human resources and research resources of institutions of higher learning, research institutes, academic groups, and professional and technical departments to create conditions for students to conduct research-based learning.
The evaluation of research study should emphasize the diversity of evaluation subjects and the diversity of evaluation methods and means, paying special attention to the process of students participating in research-based learning activities, paying attention to the direct experience that students obtain during the learning process, and evaluating students. Tightly integrated with the guidance of the students. Through evaluation, students should be encouraged to develop their own personality, develop their talents, learn to respect and appreciate others, and encourage students to be proactive and innovative.
Conducting research-based learning requires students to go out of the classroom, get out of school, and actively carry out social research and practice activities. Schools must strengthen their organization and management, provide necessary safety education to students, and enhance their awareness of security and self-protection. At the same time, the school strengthens communication and contact with students' families and social related departments, and is responsible for the safety of students in practical activities such as social investigations to ensure the personal safety of students.
Research-based learning is a learning activity in which students choose and define topics from natural and social life under the guidance of teachers, and actively acquire knowledge, apply knowledge, and solve problems in the research process. Research-based learning and social practice, community service, and labor-technical education together constitute a “comprehensive practice activity”, which is included as a compulsory course in the “Full-time General Senior High School Curriculum Program” to help schools effectively implement research-based learning and implement curriculum programs. Related requirements.

I. Setting the purpose of research-based learning The purpose of research-based learning is to change the way students learn by simply accepting the knowledge imparted by teachers, to build an open learning environment for students, to provide multi-channel access to knowledge, and to acquire what they have learned. It is integrated into practical opportunities to develop positive learning attitudes and good learning strategies, and to foster innovative spirit and practical ability.
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 in an open and realistic situation, to gain hands-on experience and cultivate the ability to solve practical problems.

Second, the goal of research learning Research-based learning emphasizes the practical application of the knowledge and skills learned, the process of learning and the practice and experience of students. Therefore, it is necessary to focus on the following specific objectives:

1. Get the experience of personal participation 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.

2, cultivate the ability to find problems and solve problems

Research-based learning usually revolves around a practical problem that needs to be addressed. In the process of learning, guide and encourage students to discover and ask questions on their own, 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. The first model network to organize the article...

3. Develop the ability to collect, analyze, and use information Research-based learning is an open learning process. In learning, it is very important to train students to actively collect, process and use 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 use information appropriately to cultivate the ability to collect, analyze and use information.

4. Learn to share and cooperate

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

5. Cultivate scientific attitudes and scientific ethics In the process of research-based learning, students must earnestly and practically explore, seek truth from facts, respect other people's ideas and achievements, develop a rigorous and realistic scientific attitude and a progressive pursuit of enterprising spirit. Practice the will quality that is not afraid of hardship and courage to overcome difficulties.

6. Cultivate a sense of responsibility and mission to society

In the process of research study, through practice 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 attitude towards life. .

Third, the characteristics of research learning are 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 subject, 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 that under the guidance of teachers, students independently determine the research topics; the way of learning is not passively remembering, understanding the knowledge imparted by teachers, but sensitively discovering problems, proactively asking questions, actively Seeking a solution to the problem 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 ask questions that need to be learned and explored.

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.

Fourth, the selection and design of research-based learning content should be tailored to local conditions and explore resources. To choose the content of research study, we must pay attention to the combination of the use of literature and the use of "live" materials in real life. Students should be guided to pay full attention to the local natural environment, the human environment and the real living environment, and discover the 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 acquired by teachers and students in research study, the methodological strategies adopted, the experience gained and the results obtained have valuable inspiration and reference for themselves and others, as well as future students.

Adapt to differences and give play to advantages. Different students carry out research-based learning in terms of content and method. There are different levels and types of distinctions. Therefore, the learning objectives can be determined differently, and each content can have its own characteristics. Students have sufficient room to choose their own research topics according to their own interests, hobbies and specific conditions.

V. Implementation of research-based learning Implementation type of research-based learning

According to the different research contents, the implementation of research learning can mainly distinguish two categories: subject research classes and projects.
The main purpose of the research is to understand and solve a certain problem, including investigation, 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 such as the planning of an environmental protection activity, and the latter is the design of the production, 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 a variety of research methods and means, and more requires the cooperation of workers.

There are three main types of research-based learning: group collaborative research, individual independent research, and individual research combined with collective discussion in the 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 study task to the whole class, and can propose a comprehensive research topic, or can be uncertain, and each student can customize the specific topic. And carry out research activities relatively independently, and complete research study operations in a few months to six months.
Using a combination of individual research and group discussion, the 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 during the process of learning, but are intertwined and interactive.

Entering the problem situation stage

At this stage, students are required to investigate and interview. 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, the research topics in the study are determined.
At the same time, teachers should help students to understand 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 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 outcomes. . In the process, students should reflect on whether the identified research questions are appropriate and whether they need to change. Practical experience stage

After determining the problems that need to be solved, the students must enter the process of solving the problem concretely, form a certain concept and attitude 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, consult books, magazines, questionnaires, etc., and select effective ways to obtain the required information, and learn to judge the authenticity, superiority and inferiority of the information. The subject research has valuable information that is importantly related, eliminating edge data; learning to organize and summarize the data in a logical and logical way, and discover the associations and trends between the information materials. Finally, the information is comprehensively compiled and judged, and the corresponding conclusions are drawn. 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 designed by individuals or groups, and obtain the results of the survey. In this process, students should truthfully record the basic information obtained in the survey and form a record practice. In the process of writing, audio and video, production and other forms of "work", at the same time, we must learn from the various research results, experiments, information and materials to summarize the important ideas or ideas to solve the problem, and reflect on whether to obtain enough evidence to support the research conclusions, whether There are other possibilities for explanation.
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.

Expression and communication phase

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 diversity. 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. Students should also be required to report orally. The way to publish, or the defense presided over by the instructor.
Students share their results 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 role of students in testing, and at the same time, it also emphasizes the role of teacher guidance. In the process of research and implementation of herbal medicine, teachers should regard students as the main body of learning to explore and solve problems, and pay attention to changing their own guidance.
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 student research information convergence and become the organizer and proponent 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.

Sixth, the evaluation of research students evaluates the important links in the research learning process. The content and methods of evaluation must pay full attention to the learning attitude, pay attention to the learning process and methods, attach importance to communication and cooperation, and pay attention to hands-on practice.

General principles of research learning evaluation

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.

Characteristics of research learning evaluation

Evaluate the diversity of the subject. The evaluator can be a teacher or a group of teachers, a student or a group of students, a parent, or a business, community, or related department related to the content of the project.
Evaluate the richness and flexibility of the content. The content of research-based learning evaluation usually involves the following aspects:
The first is the attitude of participating in research-based learning activities. Whether to take the initiative to propose research and work ideas, suggestions, whether to cooperate with others, adopt the opinions of others, etc.
The second is the experience gained in research-based learning activities. This is mainly reflected in the student's self-report and the group discussion record, the record of the activity development process, etc., and can also be reflected through the behavioral performance and learning outcomes.
The third is the mastery of learning and research methods and skills. Students should be evaluated and applied in the various aspects of research-based learning activities, such as accessing and screening data, data classification and statistical analysis, using new technologies, and expressing and communicating research results.
The fourth is the development of students' innovative spirit and practical ability. It is necessary to examine the spirit of inquiry and ability of students in the whole process of discovering and proposing problems, analyzing problems and solving problems in a research activity. It is also necessary to evaluate the development status through comparison before and after activities and comparison of several activities. .
The fifth is the student's learning outcomes. Research learning results come in a variety of forms. It can be a research paper, a survey report, a model, a panel, a keynote speech, a verbal report, a research note, or an event design. . Teachers need to be flexible in their evaluation criteria.
The diversity of evaluation methods and methods. The evaluation of research study can be combined with teacher evaluation and self-evaluation and mutual evaluation of students. The evaluation of the group is combined with the evaluation of individuals in the group. The evaluation of the situation materials and the evaluation of students' oral reports, activities and exhibitions. In combination, qualitative evaluation and quantitative evaluation are combined, and qualitative evaluation is the main method.

Implementation of research study evaluation

The evaluation goes through the entire process of research students. The operation can focus on three aspects, namely, the evaluation of the opening of the topic, the evaluation of the mid-term evaluation and the evaluation of the ending.
The evaluation of the questions requires students to find problems, ask questions, and raise awareness and ability to solve problems. Students are encouraged to enter the problem-solving process with a positive attitude.
The mid-term evaluation is mainly to check the implementation of the research plan, the accumulation of data in the research, the problems encountered during the research, the difficulties and solutions, and the difficulties. The evaluation results should be promptly reported. For the students who are difficult to solve in the research, they should be solved through teacher guidance, internal discussion of student groups, exchanges between student groups, and seeking extra-school assistance.
The evaluation of the conclusions mainly evaluates the students' participation in the whole process of research-based learning, the experience, the accumulation of data, the completion of the research, the results of the research and the presentation of the results.
The specific plan of the evaluation can be proposed by the instructor or on the basis of the teacher-student consultation. Encourage the design of evaluation programs by individual students or students themselves, evaluate their own research, and give full play to the educational function of evaluation.