Opening report and

Opening report template and model essay

The first part: the template and model essay of the opening report

subject

Last name: XXX (Song Xiaosan, bold)

Class topic group: XXXXXX

Date: 20XX year XXX month XXX day

Shanghe Wenchang Experimental School System

Table of Contents (Title: Bold Third Center)

First, the research background, significance and value.

Second, the research status and trend of this topic at home and abroad

Third, the basic content, research focus and expected breakthrough difficulty of this topic.

Fourthly, the research methods and approaches of this topic.

Verb (abbreviation of verb) The specific implementation steps of the project.

Expected research results of intransitive verb project

Seven, the main references

First, the background, significance and value of the research (first-class title: bold No.4 bold upper left, automatic before paragraph, multi-line spacing 2.4438+0)

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1.XXXXXX (secondary title: bold small four black at the top left, automatic before paragraph, line spacing 1.5)

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(1) xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx )

Second, the research status and trend of this topic at home and abroad (ditto)

Third, the basic content, research focus and difficulties of expected breakthrough of this topic (ibid.)

Fourthly, the research methods and approaches of this topic (same as above).

Verb (abbreviation of verb) The specific implementation steps of the project (same as above)

Expected research results of intransitive verb project (ibid.)

Seven, the main reference (reference format is as follows)

[1] author. Title. Publication name, year, volume number (issue number): page number from beginning to end (publication format, No.5, left)

[2] author. Title (translator). Place of publication: publishing house, year of publication, page number from beginning to end (special (translated) format, No.5 Song, left)

[3] author. Title. Editor, collection name, place of publication: publisher, year of publication, page number from beginning to end (collection format, No.5, left)

[4] the author. Title. Doctor (or master's degree thesis), awarding unit, year of award (dissertation format, No.5, left)

[5] Applicant. Patent name. Country name, patent document type, patent number and authorization date (patent format, No.5, left).

[6] Issuer. Technical standard code and technical standard name. Place of publication: publisher, date of publication (technical standard format No.5, left)

Part II: Model essay on opening report.

Topic: Research on Emotional Teaching of Chinese in Middle School under the New Curriculum Standard

First, the research background, significance and value.

Curriculum standards point out that the unity of instrumentality and humanism is the basic feature of Chinese curriculum. In traditional Chinese teaching, teachers often pay attention to

The instrumentality of Chinese discipline ignores its humanistic characteristics. In fact, Chinese is a highly humanistic course. The humanism of Chinese focuses on educating people, cultivating and nourishing the all-round development of students' personality and emphasizing students' active learning attitude. This requires Chinese teachers to be good at using emotional strategies, vigorously stimulate and cultivate students' positive emotions, strike a chord in students' emotions, make students deeply educated and edified in their emotional state, improve their Chinese literacy, and explore effective strategies to infiltrate emotional education in Chinese education in combination with students' actual situation, fully embody the "humanistic" characteristics of Chinese subjects and the "people-oriented" educational concept, and promote Chinese teaching from exam-oriented education to quality education. Emotional teaching in Chinese teaching is not only conducive to stimulating students' interest in learning and cultivating their noble sentiments, but also conducive to the realization of Chinese teaching objectives.

The new curriculum standard emphasizes three goals: knowledge and skills, process and method, emotion, attitude and values, among which emotional goal is an indispensable part. In order to truly implement the spirit of the new curriculum reform, improve students' Chinese literacy in an all-round way, and promote students' comprehensive quality to develop in a balanced and personalized direction, integrating emotional teaching has become an important topic worthy of in-depth study in Chinese education. Emotion is an important symbol of the artistry of Chinese teaching, which is both a means and an end. More and more Chinese teachers agree with this idea. However, in practice, the situation that emotional teaching is regarded as a vassal of knowledge transmission still exists. Appropriate teaching strategies play an important role in the extensive and effective implementation of Chinese emotional teaching in middle schools.

The lack of emotional education in traditional teaching needs to be improved urgently. Due to teachers' incomplete understanding of educational objectives and lack of correct views on students and teachers' professional development consciousness, there is a general idea of attaching importance to "knowledge" but neglecting "emotion" in traditional teaching. Some have been replaced by moral education, and emotional education has become "disciplined", which is out of touch with students' physical and mental development and cannot really pay attention to students' own emotional experience and development. Studying and exploring emotional education as an independent topic can greatly improve teachers' attention to emotional education, achieve the goal of making students' knowledge and feeling develop simultaneously, and then let educational behavior affect and change students' will and behavior.

Second, the research status and trend of this topic at home and abroad

Today, when quality education is strongly advocated, emotional education has become one of the "hot" topics in educational theory and practice. Emotional education is a part of the educational process, which pays attention to students' attitudes, emotions, emotions and beliefs, as well as their self-esteem, personal development and social development, so as to promote the harmonious development of students and the healthy development of the whole society.

Before our research, we can see that educators at home and abroad have had many theories, from Confucius, an ancient educator in China, to Lu, a famous contemporary professor, on the psychology of emotional education, from Comenius, a famous educator, to Bruner, a famous psychologist, all of which have unique insights and are inexhaustible sources for our research on this subject. Integrating emotional education into Chinese teaching conforms to the basic idea of the new curriculum reform goal, injects new blood into Chinese teaching and will become a brand-new bright spot in Chinese teaching reform.

Third, the basic content, research focus and expected breakthrough difficulty of this topic.

1, basic content

Firstly, the theories of emotional teaching at home and abroad are sorted out, and the connotation and characteristics of emotional teaching are clarified. Then, it analyzes and points out the function of Chinese emotional teaching, and emphatically analyzes the present situation and main reasons of Chinese emotional teaching. Finally, according to modern teaching theory, psychological theory and educational principles, according to the characteristics of middle school students' physical and mental development, teachers' emotions, rich emotions in middle school Chinese texts and various favorable factors of emotional education are brought into play to form a feasible scheme and put forward the strategies of emotional teaching in middle school Chinese under the background of new curriculum. .

2. Research hotspots

Explore the emotional origin of teaching materials, and lead feelings with feelings; Give full play to teachers' emotional education function; Mobilize students' emotional potential.

3, the difficulty of the expected breakthrough

This paper explores the emotional teaching of Chinese from the perspective of combining emotional teaching theory with Chinese teaching practice in middle schools, and puts forward universal strategies for emotional teaching of Chinese in middle schools under the background of new curriculum.

Fourthly, the research methods and approaches of this topic.

This topic is to be studied by means of literature research, comparison, practice, action research and investigation. From the perspective of combining emotional teaching theory with Chinese teaching practice in middle schools, this paper combines emotional teaching psychology theory with excellent teachers' teaching practice and their own exploration in teaching practice, and makes a new comprehensive and in-depth discussion on Chinese emotional teaching in middle schools.

Verb (abbreviation of verb) The specific implementation steps of the project.

According to the design framework of this study, the research process has gone through the following stages:

The first stage: the learning stage of the theoretical basis of Chinese emotional teaching in middle schools under the background of new curriculum; (20XX April-May)

1, set up a research group, divide the work within the group, and define the research tasks.

2. Organize Chinese teachers to learn the theory of emotional teaching, and read the relevant periodical literature of emotional teaching research in middle schools.

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