Research learning report format

One. What is the characteristics of research learning?

Research-based learning is a learning activity in which students choose and define topics from nature, society, and life under the guidance of teachers, and actively acquire knowledge, apply knowledge, and solve problems in a way similar to scientific research. It emphasizes an active learning activity.

2. Characteristics of research learning

1, openness

A few years ago, a book was very popular. It was a book written by a Chinese about the status quo of American education: "Quality Education in the United States." The book raises a very acute question: Chinese middle school students have repeatedly won international Olympic competition awards, and China has not yet trained people who won the Nobel Prize. This is inseparable from our educational status and education system.

Most of the students who have already entered high school have already adapted to the school's study life and formed the inertia of acceptive learning. You don't have to think about "what to learn." Whenever the new semester begins, new books will be sent to your hands in time. Books are things to learn, and you don't have to worry about where to learn and who to learn. Schools, classrooms, and desks are the battlefields for learning. The ancient saying said: "The teacher, the so-called preaching and confession is also confusing." Mr. Teacher, I must learn from me first, relying on the teacher in everything, it is quite normal to ask the teacher only. Of course, there is not much room for you to think about "how to learn." Since I started to carry the schoolbag on the national small, the program of learning was fixed. Classes, listening, answering questions, doing homework, exams... In the end, you have no right to decide "how much to learn." The standard is unified. The score of the test is the absolute representative of the level of learning and level. The level of other students' academic performance is the only parameter to measure themselves. The above is a rough description of the current learning styles of the students. Compared with the learning methods familiar to the students, the research study has completely different requirements for the students.
?? What to learn in research study is chosen by the students themselves, and the content of the study 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. In the research study, “how to learn” should be designed by the students themselves. Research-based learning emphasizes the connection between theory and practice, and emphasizes the role of activities and experiences. Students can go out of school to conduct social practice; conduct on-the-spot investigation and evidence collection, visit experts, collect information, and so on. In the research study, “how much to learn” should be predicted and stipulated by the students themselves. Under the same theme, due to the different needs of personal interests, experience and research activities, the determination of the research perspective, the positioning of the research objectives, and the entry The choice of the research process, the design of the research process, the application of the means, the expression of the means, and the expression of the results can vary, with great flexibility. It is up to the students to make their own decisions in the research study. Therefore, the biggest feature of research learning is openness.

2, inquiry

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-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 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 general program of research learning implementation

1. Opening report stage

First establish a research study group, each class is divided into 7 groups, each group of 7 or 8 students, determine the group leader and invite a teacher.

Then, teachers and students are required to jointly create certain problem situations. After discussion, collect relevant materials to understand the level of knowledge about the research topics. On this basis, determine the scope of research or research topics to propose research-based learning, and complete the opening report.

2. Practical investigation phase

After identifying the problems that need to be solved and solved, enter the process of solving the problem concretely, form a certain concept and attitude through practice and experience, and master certain methods. Students can obtain information through interviews, Internet access, books, magazines, questionnaires, etc. According to the research plan of the group's collective design, according to the determined research methods, select the appropriate place to conduct the survey and obtain the survey results. The preliminary research results obtained will be exchanged in the group and the research results will be gradually enriched.

3. Expression exchange stage At this stage, the students should summarize, summarize and refine the harvest to form a written material. The expression of results advocates 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, wall posters, and publications. At the same time, students should be required to verbally The way of reporting is published to the class or by the instructor to preside over the thesis. Sharing and discussing results with classmates is an indispensable part of research-based learning. In exchanges and seminars, students should learn to appreciate and discover the advantages of others, learn to understand and tolerate, learn to objectively analyze and dialectically think, and dare to be good at defending.