The basic components of the educational research program

Educational research program is composed of what elements, there is no uniform view, but people are the same understanding of the basic structural elements of the research program. Here is a look together!

Any research program should include such three aspects:

First, why this research;

Second, what kind of research;

Third, how to carry out research.

The basic structure of the research program should be organized according to these three aspects, otherwise it is incomplete. The basic components of the educational research program proposed below can not be regarded as the only correct understanding of the components of the educational research program.

Generally speaking, the educational research program has the following basic elements:

① Problem formulation;

② Purpose of the research;

③ Content of the research;

④ Research methodology;

⑤ Steps of the research;

⑥ Form of the research results.

In general, the answer to the question "Why do you want to do this research?", "What kind of research?", and "How to do the research?

(a) the problem

"The problem" is the beginning of a scientific research program, also known as the "background" or "significance of the study". "Significance of the study". In this section, the main statement of the rationale or justification for the selection of the topic. The basis for the selection of the topic should include both theoretical and practical basis. Scientific research is always carried out on the basis of certain scientific theories, if there is no scientific theoretical basis, the scientific nature of this research is problematic. At the same time, scientific research can not be divorced from practice, to understand the world in order to transform the world, therefore, the research itself should also have a practical basis.

The rationale for choosing the topic is to let others recognize the value of the research, and to make the value of the research clear to the researcher.

Modern scientific research, including scientific research in education, is often not carried out individually, but in the form of research this "**** the same body". In the ****same body of scientific research, the need to obtain research **** knowledge. Therefore, the "problem formulation" section is very important both for the main developers of the program and for those involved in the research. It is a prerequisite for effective research that the meaning of the research is clear to all researchers. For the arguer of the research program, this section allows the value of the program to be confirmed. If the argumentation is for a tender program, the arguer can also determine whether the research program is meaningful for funding, thus providing valuable advice to the government or relevant departments.

(B) research objectives

Some people put the "purpose of the study" in the "problem", and some people put the "purpose of the study" and "research objectives". However, this book believes that a clear statement of the purpose of the research is necessary. The so-called purpose of research is the expected outcome of the research. Since research is a purposeful and planned activity, it is important to understand "what" the research is for before it is conducted.

On the expression of the "purpose of the study", there are often the usual sentences:

"The purpose of this study is (for) ......"

"Through the study, this topic attempts to achieve ...... purpose."

"The intention of this study is ......"

"This study aims to ......" And so on.

(iii) Content of the study

The content of the study is the concretization of the purpose of the study, and conversely, the content of the study is the guarantee that the purpose of the study will be achieved.

The content of the research is the key to the success of a research project, but also the main basis for judging whether a research program can achieve results.

If the purpose of the research only shows that the research "for what", but not yet able to show what the research "to do". If you don't understand what the research is supposed to do, then nothing can be gained from the research.

Because of this, the content of the study is one of the most difficult areas for many research programmers.

The content of the study, as a crystallization of the purpose of the study, should indicate what specifically is to be done in the study to achieve the purpose of the study.

Some people do not understand the relationship between the purpose of the study and the content of the study, and confuse the purpose of the study with the content of the study. So that the actual research activities can not be carried out.

(D) research methodology

Research methodology, can be understood from the broad and narrow sense of the two aspects: broadly speaking, research methodology is the implementation of the entire process of scientific research in education (from the selection of the topic to the completion of the research report) of the method; narrowly speaking, the research methodology is mainly the method of data collection, but also includes the method of analyzing the processing of data.

The method of research is to implement the whole process of educational scientific research (from the selection of the topic to the completion of the report).

In the process of scientific research in education, any method of collecting research data is not simply a tool for collecting data. Different methods of data collection often collect different information, so different methods of data collection will affect the entire research idea, including the `analysis and processing of materials, and even the form of writing the research report.

It is impossible to use one research method alone in any one study, so methods are always used in an integrated way by the researcher according to the particular research task. In any case, however, the research methods referred to here are narrowly conceptualized as methods, mainly referring to the methods of obtaining information about the subject of the study, but also to the technical methods of analyzing and processing the information. The methods of data collection to be introduced in this book are commonly used and basic methods, mainly including: observation, survey, literature, experimental methods, etc., and the method of data processing is mainly the social statistical software "SPSS". Even though the methods mentioned here mainly refer to the methods of collecting and analyzing data, the methods here are not only general conceptual methods, but also specific methods, i.e. they refer to the specific tools of observation, the specific tools of investigation, etc. These tools are created by the researcher himself. These tools are made by the researcher himself.

(v) Research Steps

A planned and purposeful research cannot be a research without any time limit. Especially by the parties concerned to provide financial support for the subject, but also time regulations. China and the international economic planning, but also the implementation of five-year research planning, such as the "Sixth Five-Year Plan" plan, "Seventh Five-Year Plan" plan, "Eighth Five-Year Plan" plan, "Ninth Five-Year Plan" plan, "Ninth Five-Year Plan" plan, and "Ninth Five-Year Plan" plan, "Ninth Five-Year Plan" plan. Ninth Five-Year Plan and Tenth Five-Year Plan. Therefore, projects applying for funding must be based on the time required to develop specific research and implementation steps.

Formulation of research steps, must be based on the time required by the research project to consider. In general, the research steps not only specify what to do at which stage of the research, but also specify what kind of results should be accomplished at which stage of the research.

(VI) The form of the results of the research

What kind of results are to be obtained through the research must also be understood conceptually. The results here are the research "results form". The so-called form of the results of the research is the way in which the results of the research is expressed. Research is at the service of practice and the development of scientific theory. Scientific research can be enjoyed by people only if the results are in the form of materialization, and can have an effect on theory and practice. Generally speaking, the results of research can be expressed in the form of papers, research reports and writings. Of course, it should also include a variety of other ways as a record, dissemination of scientific research results. Human beings are still developing their own communication media, so we can not fully know what new forms the results of scientific research will take.

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The basic components of the educational research program Part 1

Scientific research is the inevitable development of the school, to carry out pragmatic and effective educational research is also an important way to promote the professional growth of teachers. In order to do a good job of educational research in our school, take the road of scientific research, and further consolidate the bead counting, early childhood rapid literacy experimental project results, through in-depth analysis, research, study, argumentation, now combined with the original formulation of the "Panxian Xuxiajiake Primary School school-based teaching and research program", "Panxian Xuxiajiake Primary School on the further strengthening of the views of the educational research work, and Xuxiajiake Primary School, the implementation of the project to build quality of education program. The school has developed a program for the implementation of educational research work, and all teachers are expected to follow it.

First, the organization and responsibilities of educational research

The establishment of the school's educational research leading group, scientific research subject review group and assessment group, the composition and responsibilities are as follows:

(a) scientific research subject leading group: responsible for the school's overall arrangements for the work of scientific research, the day-to-day management, control, implementation of funding, measures to ensure that scientific research supervision. The first is to ensure that the school's research and development is carried out in accordance with the principles of the United Nations Charter.

Leader: Huang Ying

Deputy Leader: Tan Bo

Members: Zhang Guilian Tang Yingqiong Sang Xiuyuan Lin An

(b) scientific research subject review group: responsible for organizing scientific research subject declaration, assessment, project work.

Leader: Tan Bo

Deputy Leader: Zhang Guilian Xiao Wenxia

Members: Ye Xiexai Su Xianghua Hua Zhaohong

(c) scientific research topics assessment team: responsible for the daily inspection of scientific research topics, stage assessment, evaluation.

Leader: Huang Ying

Deputy Leader: Tan Bo Zhang Guilian

Members: Tang Yingqiong Lin An Xiao Wenxia Ye Xiexie Su Xianghua Hua Zhaohong

Second, the purpose and mission

Consolidation of the results of the existing scientific research in education, and to open up new areas of scientific research, to promote the reform of the curriculum, the implementation of the scientific research and improve the quality of education and teaching. The quality of education and teaching.

Three, the object of the requirements

40 teachers below everyone to participate in educational research, the rest of the teachers can be taken to participate voluntarily. Each person combined with their own subject and classroom practice targeted independent determination of a scientific research topic to carry out educational research, or from the school educational research leading group to provide alternative topics in the selection of a topic for research (the school has been designated subject of teachers no longer choose other topics).

Fourth, scientific research topics:

1, elementary school language innovation education research (municipal-level topics, the specific requirements are detailed in the "Panxian Xu Xiake Primary School language innovation education scientific research topics implementation program", has been arranged to participate in the experimental classes of language teachers the subject of mandatory content);

2, "Three calculations" combined with education reform experiments (early childhood class bead counting teachers must choose the subject);

3, early childhood rapid literacy experiments (early childhood class literacy teachers must choose the subject);

4, art and composition (grades 1 to 3, not required to take part in the other topics of the language teachers must choose the subject);

5, x x x Comprehensive practical activities in the discipline research;

6, XX grade XX subject cooperation, inquiry teaching mode research;

7, teachers combined with the actual independent determination of other scientific research topics.

Fifth, the subject of application, project

(a) According to the school development and the actual needs of education and teaching, each year, according to the subject of the declaration of the preparation of the "subject guide". Teachers based on the "subject guide" to fill out the "application for scientific research in education", complete the design of the subject, reported to the school research subject review team.

(b) each subject to determine the person in charge of a, each person in charge of the same time only presided over a research project, but each person is allowed to participate in principle in two subjects (one presided over, one to participate).

(3) The research project review team reported to the research project review and topic validation. After confirmation and approval is recognized as a school-level topics.

(d) The school each year in the project has been the subject of selection of outstanding topics to declare the higher level of the subject.

Sixth, the implementation and management of the subject

(a) All the school or the higher management department to approve the project must be based on the "subject guide" and "subject design" to carry out research seriously.

(2) research project assessment team to track the subject research in a timely manner, the specific business by the Office of Teaching and Learning is responsible for. The subject groups should closely cooperate and actively accept the inspection, and the problems found in the inspection should be studied in a timely manner to strengthen the guidance and timely feedback on the inspection.

(C) approved by the subject, in the implementation of the process required to modify the content of the study, progress, technical indicators and change the researchers, must be reported, there is no written report or has been reported without the approval of the subject group shall not be arbitrarily modify or change the research plan.

(d) In order to improve the scientific research capacity, the school will regularly organize seminars or select experimental teachers to participate in thematic studies.

(e) the scientific research subject teachers to strengthen the collection of original experimental data, collation, analysis, subject assessment team to make in-depth analysis of the daily inspection, timely feedback, and then formulate stage guidance.

(F) Schools regularly organize research results assessment activities, and actively recommend excellent results to the education sector, education publications.

(7) each experimental teacher, each semester must be on a seminar class related to their own scientific research topics and submit the relevant information (the group has a record of the activities, classroom teachers have a record of lectures, listening to the teacher has a record of listening to lectures)

(8) each scientific research topic of the research period is set in principle for one year, if the actual situation of the research needs to be advanced or postponed to the end of the project, you need to apply for a report to the leading group. The first is to make a report on the application of the program.

VII, educational research results reward system

(a) approved by the school of scientific research projects, the inspection and assessment of the completion of scientific research tasks, to meet the scientific research requirements at the end of each semester each experimental teacher to 50 yuan of educational research funds.

(2) in the experimental research to develop a relevant school-based materials, recognized by the community and peers, and tried to have a certain practical value to give a certain reward.

(c) The feasibility of the research results of the subject, and can be popularized in a wide range of obvious social benefits, or be declared as a higher level of the subject to give a certain reward.

(d) and scientific research topics related to the paper in the provincial, municipal and county-level selection of the third prize and above, or in the educational press published in each of the award of 60 yuan, 40 yuan, 20 yuan (multi-authored only according to one person).

(e) to complete the stage of scientific research program and has been concluded the subject, the scientific research results are significant, there is a final report, the assessment team assessment, evaluation, to give a one-time award.

(6) in the scientific research projects related to the teaching business evaluation of the school also give the corresponding reward, the reward method refer to Article IV.

(7) The end of the period of uncompleted research tasks will no longer be issued to the educational research funds.

(h) the above types of educational research grants, awards by the scientific research subject assessment group categorized assessment, assessment indicators, responsible for the specific assessment.

VIII, bylaws

1, this program is implemented since the date of publication.

2. If there are additions to this program in the implementation process, the additional provisions shall prevail.