Historical research study report

From January 2002 to September 2002, our history group conducted an in-depth study and experiment work on research study in the second year of the liberal arts class, and achieved good research results. It is a useful study of the history study. Exploration and practice.

I. Preparation for the research of the subject

From September 2001 to January 2002, we held a number of research group meetings to conduct feasibility studies on the research and experimental work of in-depth research study in the second year of liberal arts classes. After argumentation, we believe that it is feasible. The reasons are as follows: 1. The quality of the second-year liberal arts classes is good. In recent years, the scores of the liberal arts college entrance examinations in our school have reached new heights every year. The number of liberal arts graduates has been won many times in the city, which has brought together the talents of the liberal arts students in our school. The quality of the second-year liberal arts classes is well recognized by the whole school. 2. The trend of college entrance examination reform. In 2000, the 19th question of the comprehensive examination of the college entrance examination in Guangdong Province was a typical research study. The 37th question of the 2001 Shanghai College Entrance Examination was also a research-based study. The introduction of these two questions represented the direction of the college entrance examination reform. It is indicated that the research questions of the research study began to appear in the college entrance examination, closely following the direction of the college entrance examination reform, and it is the task of the history teaching of the second year of the liberal arts class. 3. The history class of the second-year liberal arts class is taught by members of our research group, Yang Liu and Zhou Xuehong, which is convenient for research work. 4, class teacher support. The class teachers of these classes are more supportive, which makes the research and experimental work of research study go smoothly.

2. Organizing and mobilizing students

Considering that there is no class for research study in the second year of high school, we can only use the history class and some class time to mobilize. First of all, I would like to ask the teacher Su Min to give a special report to introduce the latest developments in international and domestic research learning, as well as the development of research learning in several middle schools in Liuzhou, so that students have a preliminary study of research learning. Understand, secondly, please ask Mr. Zhou Meili to give specific guidance, so that students can clearly study research-based learning is not only the direction of the college entrance examination reform, but also able to exercise everyone's learning and work ability, is a rare opportunity for exercise in high school. Finally, Yang Liu and Zhou Xuehong introduced the main methods and research procedures of research study to the students in the history class time, and arranged the specific tasks of research study. Considering that there is no research study in the second year of high school, this task can only be carried out using the winter vacation time. Therefore, we arrange the research study tasks in the form of winter vacation assignments, and require students to prepare for research study before the holiday. Work well, conduct research during holidays, and organize research results after school.

Third, set up a research group to develop a research plan

After arranging the winter vacation assignments, we set about preparing for research-based research – forming a research group and developing a research plan. First of all, we organize students to form a research group, stipulate a group of 1 - 5 people, elect a team leader on a voluntary basis, the team leader is responsible for the division of labor of the team members and contact with the instructor, etc., and is responsible for the research topics and the composition The list of members is handed over to the teacher. The group members jointly develop research topics. In the research process, they are responsible for the division of labor and mutual cooperation, reflecting the unity of division of labor and cooperation among all members. Secondly, in order to grasp the research direction and ensure the progress and quality, we require students to develop research plans, including the name of the project, the main content of the research, the research methods and time course, the division of labor of the team members, the expected research results and performance. Form, etc., and stipulates the time for the research program to be handed over to the teacher. Finally, after the opening of the argumentation work, after the research project was handed in, we organized the opening review meeting to review the “subject research plan” of each group. To this end, we have developed detailed scoring rules, which include the meaning of the topics selected by the research team, the feasibility of the selected topics of the research group, the appropriateness of the research methods used by the research team, and the research group's selection of the selected topics. The reasonableness of the conception, the topic of the group members, the language organization and the ability to answer the questions, and the ability to express the questions are based on the scoring rules. The good research plan is recommended for students to retain, and the unqualified topics should be re-requested. After the preparation, the review was started, and on this basis, the implementation phase of research study was started. The article is organized by

Fourth, the implementation stage of research learning

After the formation of the research group, the development of the research plan and the opening of the argument, we began the implementation phase of research learning. At this stage, because there is no class time, we ask students to study independently during the winter vacation time, and our teachers set out to guide the work. We guide students to collect information. We first instruct students to work in a division of labor during the research process. The team leader is responsible for the division of labor of the team members, each of whom is responsible for their duties, and each of them is responsible for the collection of data. Secondly, we explain to students how to conduct data collection: 1. Collect information through the media. We guide students to collect information through the media, such as the Internet, libraries, audio-visual products, television, newspapers, radio and other media, are better media to collect information. 2. Field visits. We instruct students to conduct on-the-spot investigations, and the students personally went to the site to investigate, collect relevant materials, and proposed that students with conditions can take cameras, cameras, and video, and input the data into the computer. Since there is no class time, this work can only be carried out during the holidays, so we have to travel with parents to pay attention to safety issues. 3, qualified students can go to the relevant departments to collect relevant information. In fact, there are many ways to collect information. It can be said that all roads lead to Rome. In addition to the above, the relationship between parents can be used to find the respondents to conduct discussions; to use social relations, to access survey objects at different levels, and so on. After collecting the relevant information, we must pay attention to the preservation of the original data. Students with conditions are advised to enter the data into the computer for storage.

V. Research results display

In March 2002, the winter vacation was over. The students returned to the campus with the original materials. We first instructed them to organize the materials. The materials collected by the students are various in form, including not only textual materials, but also data materials, photo materials, audiovisual materials, and software materials. We organize students to classify, summarize, organize and refine the collected information in groups, determine the content of the summary, select the most appropriate and most reflective form of research results, and obtain research results. Some of the students wrote research papers, some wrote survey reports, some sorted out a lot of research notes, and some submitted a large number of photos, software, etc., and achieved a total of 42 results. We instructed them to input the results into computer-generated PowerPoint courseware on the basis of collating materials. We selected some excellent results and conducted research results in June 2002. Huang Mingxi, Zhang Chao, Yang Qiuhui, Hu Bin and other students showed The courseware they produced, for this, we also carried out live photography, video, this show, a complete success.

The research group of the research group of our school has been established for three years. With our joint efforts, the research and experimental work of research learning has made significant progress. Through this stage of exploration and practice, we have achieved fruitful results. . Of course, we still have a lot of work to do. We also need to constantly explore and delve into it. We also hope that we can have more opportunities to study at our brothers' schools and continue to supplement and improve ourselves to improve the level of “research-based learning”.

Personal profile

Yang Liu graduated from the History Department of Huazhong Normal University in 1991. In 1997, he was awarded the title of a secondary school teacher. In January 2002, he obtained a certificate of completion of the graduate course. She has been engaged in high school history teaching for a long time. She has led students to participate in high school history examinations and college entrance examinations for many times. She is good at history teaching and teaching and research activities. She has taught for more than ten years, and several papers have received various awards. Several papers have been published in various publications. Among them, "Several Issues in the History of Ancient Chinese Foreign Relations" won the first prize of the "National Excellent Teaching of Contemporary History Teaching" in the "Secondary History Teaching Reference" magazine, and was published in the "High School History Teaching Reference - National Contemporary "Exploration of History Teaching", "Second Individual Meeting of the Review of Senior High School History Examination" was selected in the book "Selected Works of Chinese Education", "The Challenge of Research Learning to Teachers" was published in the first issue of "China Education" in 2003.