Five double-question investigation reports

Double-question investigation report 1

In environmental science, it is generally believed that the environment refers to the space around people

Five double-question investigation reports

Double-question investigation report 1

In environmental science, it is generally believed that the environment refers to the space around people and various natural factors that can directly affect human life and development. In the course of millions of years of human history, the environment has played a great role in creating and improving human etiquette. Atmosphere, water source, land and grassland are the material basis for human survival; Forests, mineral deposits and other resources provide materials for the continuous development of mankind and create a high degree of courtesy for mankind on the earth. However, while developing and utilizing environmental resources, human beings have also produced a series of environmental problems for their bottom-up living environment. To this end, I made a survey.

Investigation time: April 20xx 15 night. Location: Home network. Interviewee: the global natural ecological environment scene. Findings:

1, the ozone layer is destroyed. The ozone layer accounts for one hundred thousand of the total stratosphere. Although the content is extremely low, it can absorb ultraviolet rays. However, due to the destruction of human beings, the ozone layer is rapidly depleted and extremely damaged. Such as the ozone hole in Antarctica. During the period of 1994, the ozone layer over Antarctica was destroyed by 24 million square kilometers. The ozone layer over Antarctica was formed 2 billion years ago, but it was destroyed by 60% in the last century. The ozone layer over Europe and North America decreased by 10%- 15% on average, and even decreased by 35% over Siberia. Therefore, scientists warned that the ozone layer over the earth was damaged more seriously than most people thought.

2. Freshwater resources crisis. Although 23% of the earth's surface is covered with water, 97% of it is undrinkable seawater and less than 3% is fresh water, but 2% of it is sealed in polar glaciers. Of the only 1% fresh water, 25% is industrial water, 70% is agricultural water, and only 5% can be used for drinking and other domestic purposes. At present, more than 100 countries and regions in the world are short of water, and 28 of them are listed as countries and regions with serious water shortage. According to statistics, the total area of water-deficient areas in northern China is 580,000 square kilometers, and there are more than 300 cities in China that lack water, with an annual water shortage of 5.8 billion cubic meters. Due to the destruction of human beings, the water resources of the earth are limited. The Colorado River in the United States, the Yellow River in China and many other great rivers have lost their former glory, and the magnificent sight of "entering the ocean for safety and never coming back" has become a historical memory.

3. Land desertification. At present, the phenomenon of desertification in the world is still intensifying. More than 1 200 million people in the world are directly threatened by desertification, among which1. 3.5 billion people are in danger of losing their land in the short term. By the end of 1996, the global desertification land has reached 36 million square kilometers, accounting for 14 of the total land area of the earth, equivalent to the total land area of Russia, Canada, China and the United States. More than 100 countries in the world love the influence of desertification, which is expanding at a rate of 50,000-70,000 square kilometers per year, equivalent to the area of Ireland. For people threatened by desertification, desertification means that they will lose the most basic survival foundation-the disappearance of fertile land.

Postscript: People will face many crises. If human beings continue to destroy the environment, then human beings will be extinct and the earth will become a distant history in the universe.

Double-question survey report 2

Education is the key to the sustainable development of a country. In a developing country like China, we should especially increase investment in education. China is a big agricultural country with a rural population of 880 million, and the corresponding rural education should be strengthened. In order to better understand the current situation of rural education, I conducted a survey of rural education in Guangdong during the holiday, and found some problems in rural education, such as insufficient education funds and serious school debts.

These problems not only affect the education of rural children, but also hinder farmers' absorption of new knowledge and the implementation of democracy and the rule of law. This is not only a problem of rural education, but also a crisis of rural education. 1. Rural schools are heavily in debt. Because the tuition fees of rural students are difficult to collect and the office expenses of teachers are insufficient, many rural schools have to borrow from the private sector to maintain normal operation. In order to meet the standard of "nine-year consistent system", some schools borrow money from the private sector to build facilities, and at the beginning of the new school year, they will withdraw part of tuition and fees to pay off their debts.

In some places, the education authorities, regardless of the current situation in rural areas, require some primary and secondary schools to achieve the "nine-year consistent system", which is tantamount to putting schools in heavy debt. Some schools spend a lot of hospitality in order to cope with various inspections by superiors. As a result, the development of rural education has become more and more difficult, and many rural children have not been given fair educational opportunities, resulting in many rural children "sighing at learning" and having to drop out of school. The heavy debts of rural schools will seriously hinder the development of rural education.

2. Miscellaneous fees and books are unbearable for parents. According to the survey, the rural economy is backward and farmers are relatively poor. When the financial expenditure is tight and it is difficult to pay teachers' salaries, the government will increase tuition and miscellaneous fees, and draw some of them to pay teachers' salaries to make up for the financial deficit. Some schools force students to buy some "counseling materials" from the publishing house in order to get kickbacks from the publishing house; Some courses in nine-year compulsory education, such as art, music and handicrafts, are useless because there are no teachers and no conditions to complete teaching, but students have to buy these books themselves. What's the use of these books besides increasing their burden? There is also a strange phenomenon in rural areas, that is, excessive apportionment, road construction, bridge construction, stage construction and so on. These all require them to pay. How can farmers cope with such a heavy burden by planting a few acres of land?

Third, there is a serious shortage of teachers, and there are many problems with teachers. Most of the teachers who teach in rural schools are private teachers. Their academic qualifications are usually from junior high school to high school, and they have not received formal normal education. According to the regulations, it costs a lot of money to take the training exam. Due to the limited local financial expenditure, it is difficult to pay teachers' salaries in full, which brings a heavy burden to teachers. However, many teachers who teach in rural areas have to bear some apportionment, such as building roads and subscribing to local newspapers. All these expenses are directly deducted from teachers' salaries. These assessments are not discussed with teachers at all, just like robbers blocking roads and robbing, which directly harms the interests of teachers. On the one hand, local normal graduates return to their hometowns to teach, but the government is unable to accept them because of the large salaries, housing and welfare benefits of teachers. On the other hand, private teachers who have not received formal normal education have hindered the guidance and training of students because of their limited ability. This leads to the waste of educational resources, and the field of children's knowledge is getting narrower and narrower.

Four. Unfair distribution of resources In the survey, we can see the phenomenon of unfair distribution of resources: the government, electric power, transportation and other institutions hold the power to control resources, they use the power they have to maximize the interests of their own departments, or give priority to obtaining the funds they need from the financial distribution plan, and their offices and staff houses are the best. However, there are few educational resources, not to mention giving priority to the educational needs of urban population, and the educational resources obtained by rural population are very limited, which is far from meeting the educational needs of rural population. In a rural middle school, I saw a phenomenon: the basketball court is yellow mud, the football field is barren, and the laboratory instruments are old and difficult to use. How to carry out effective teaching in such facilities? On the contrary, in urban primary schools, teaching activities are varied and sports facilities and other teaching equipment can be said to be perfect. Why is there such a gap? Is the unfair distribution of resources. The unfair distribution of educational resources makes rural children in a very scarce environment, unable to receive a good education, which not only seriously hinders the development of rural children, but also increases the difficulty of rural youth employment.

According to the survey, the limited funds provided by the local government to run rural education can't verb the educational needs of rural teenagers. Moreover, some poor areas will misappropriate education funds because of financial constraints. To change the present situation of rural education, we must first increase the input of rural educational resources and change the situation of insufficient rural educational resources to the maximum extent. First of all, we should focus on the misappropriation of educational funds and put the limited educational resources into practice. Quickly set up an investigation team to find out the debt situation of rural primary and secondary schools and the salary of teachers. Those who build school buildings due to debts should be paid by financial allocation so that schools can operate better; Secondly, increase investment in rural education. Relax private investment in running schools, supplement the lack of government investment in education, and establish a supervision mechanism for rural education investment. Thirdly, the decentralization of education management authority to schools has increased the decision-making power of schools and provided a good school environment.

Double-question survey report 3

1. Give full play to the functions of government departments with the help of government forces.

The state should pay more attention to the problem of left-behind children in rural areas, give full play to its functions, provide educational support for poor areas, improve the national education system, and let every child have the opportunity to receive education. The government should implement the policy of "agriculture, countryside and farmers" to benefit the people, pay attention to the problems existing in rural areas, take active measures to build beautiful countryside, realize the integration of urban and rural areas at an early date, pay attention to the special group of left-behind children in rural areas, and let them receive a comprehensive education and make contributions to the country in the future. Secondly, the state should strengthen economic construction, promote agricultural industrialization, increase farmers' income, formulate policies to benefit farmers and provide more jobs. Parents in rural areas can try not to go out to work to support their families, so that they can have enough time to take care of their children, thus reducing the number of left-behind children. Finally, the state should increase investment in rural education, build educational bases, provide supporting educational equipment, invest more teachers, and constantly improve the level of rural education. Make up for the shortage of rural education in time and reach the national average education level.

2. Improve school education and give full play to the leading role of school education in children's growth.

Schools play a vital role in the education of left-behind children. The lack of parents' care for left-behind children can only be made up by the help of schools, which should play a leading role and provide educational help for children. Teachers should master the basic situation of left-behind children, communicate with them more, and carry out collective care activities to make them feel the necessary care and promote their healthy growth. At the same time, teachers should visit children's families regularly, keep abreast of children's learning and physical and mental conditions, and communicate with guardians in all aspects regularly, so as to lay a foundation for targeted education and management and provide a beautiful environment for children to achieve all-round healthy growth.

3. Attract the attention of rural grass-roots organizations and play its role.

Rural grass-roots organizations should establish an education and guardianship system for rural children and adolescents. Children's education depends not only on the government, schools and parents, but also on the strong support of the grassroots. Children's education is the responsibility of all social strata. The village government should set up educational consultation points and children's education service centers to provide all kinds of help for the education of left-behind children. During the summer vacation, the village committee can invite local college students to the countryside to carry out teaching activities, recruit college student volunteers to the countryside to provide children with all aspects of learning guidance and exchanges, and carry out educational services for left-behind children in rural areas to provide children with more learning opportunities and learn more knowledge.

summary

Since the large-scale influx of migrant workers into cities to work, the problem of left-behind children in rural areas has lasted for nearly 20 years and has not been fundamentally solved, which has hindered the construction of urbanization in China. The state should take effective measures to help solve the problem of left-behind children in rural areas as soon as possible, and strive to realize the urbanization of China as soon as possible. The education of left-behind children is related to tens of millions of children and hundreds of millions of migrant workers, and it is also related to the healthy growth of rural teenagers in China. Therefore, it is not only xxx's duty to solve the education problem of left-behind children in rural areas, but also people from all walks of life need to do their part and lend a helping hand. Only with the full cooperation of the government, schools and all walks of life can the education problem of left-behind children be fundamentally solved. I hope that the society can attach importance to the education of left-behind children, and strive to provide a beautiful educational environment for left-behind children in rural areas, so that every child has the opportunity to receive education, learn cultural knowledge well, achieve comprehensive and healthy growth, and make contributions to national construction in the future!

Double-question investigation report 4

Recently, xx organized relevant departments to investigate the basic situation of "left-behind children" in primary and secondary schools in the city. The situation is summarized as follows:

First, the statistics of left-behind children in rural primary and secondary schools in our city

Fall semester of 20xx, original text: There are 76,544 students in primary and secondary schools in our city, including 405 16 students in rural primary and secondary schools. At present, there are 2942 left-behind children in rural primary and secondary schools in the city (that is, their parents work outside XX and rarely go home), accounting for 7.26% of the total number of rural primary and secondary school students in the city.

Second, the study and life performance analysis of left-behind children.

The survey found that in our city, especially in the western Maoshan area, labor export has become an important way for farmers to get rich and seek development, and also an important source of income for their children to study. But at the same time, the children of migrant workers are far away from their parents and become "left-behind children". These children are in their hometown in the countryside or entrusted to relatives and friends. Due to the lack of parents' care and training, they are often prone to psychological diseases such as unsociable personality and fragile emotions, and even play truant and hate learning, give up on themselves and get into bad habits. Among the large number of "left-behind children" contacted by the survey, one-third of the children have poor academic performance, and the phenomenon of being tired of learning, playing truant or even dropping out of school is more prominent. In the discussion with some primary and secondary school teachers, I learned that "left-behind children" account for a large proportion of underachievers. The education and management of these students in schools are faced with four major problems: First, parents dote on them and it is difficult to manage them; Second, there is a lack of management and protection, and there are hidden dangers in the safety of students; Thirdly, there are many disadvantages and deficiencies in the intergenerational education of grandparents and other guardians; Fourth, due to the lack of family, the educational network function of "school, family and society" cannot be reflected in these children.

Three, the city's current education, management, care for "left-behind children" to take the main measures.

1, establish the idea that the head teacher is the first responsible person to care for left-behind children. Strengthen the awareness of management and care. The head teacher must find out the basic situation of the left-behind students in time, so as to be authentic: find out the base, problems, family education and environment, clarify the degree of transformation, report the education and management of the left-behind students to the guidance office every month, and make records in time.

2. The establishment of mutual aid groups is the first starting line for the implementation of caring and staying behind. In the process of education and teaching, the filter cloth strengthens the care for the left-behind students, starting from the usual dribs and drabs, establishing a mutual aid group for each left-behind child, answering questions in study, giving care and respect to life and helping them build up confidence.

3. Implementing the home-school contact system is the main means to grasp the basic situation of left-behind children. We communicate with parents by telephone, conference, home visit, etc., to make up for the lax management and lack of care for children caused by parents' "oversight", and discuss the education plan together.

4. Strengthening the position construction of parent schools is an important way to improve the educational ability of left-behind children. Through parents' schools, we will regularly carry out family education knowledge training to help their guardians carry out targeted family education for left-behind children.

Four. Existing problems and suggestions

The education and growth of left-behind children in rural areas has become a unique social problem in the current rural social transition period in China, which needs the attention and participation of the whole society to create a good atmosphere and favorable conditions for their healthy growth. Under the current situation, the filter cloth of filter press obviously can't achieve the expected purpose and effect only by the efforts of the school.

The lack of education for "left-behind children" in rural areas should arouse social concern. Governments at all levels, including neighborhood committees and village committees, should increase investment in education, further adjust the layout of schools, build kindergartens and boarding schools in rural areas where "left-behind children" are concentrated, ensure the demand for teachers' staffing, and improve the sense of responsibility and comprehensive quality of teachers and caregivers; Civil affairs departments should provide some funds for the education and management of "left-behind children" in rural areas, and include poor students in key funding targets; Culture, public security, industry and commerce departments should pay close attention to the management of the surrounding environment of the campus, eradicate the "poison source" that poisons children's spirit, actively provide them with healthy spiritual food, and guide children to participate in activities beneficial to the body and mind; The Women's Federation and the Working Committee should strengthen the training of guardians of "left-behind children", change their educational concepts and methods through "parent schools", and improve the level of education and supervision of children; Education departments and schools should establish a new mechanism of "three knowledge, three more and three communication" for "left-behind children". That is, to understand the basic situation of "left-behind children", the basic situation of custodians, the whereabouts and contact numbers of parents who go out to work; Talk with "left-behind children" more often, carry out collective activities of humanistic care, and visit "left-behind children" more often; Teachers regularly communicate with parents, guardians and off-campus voluntary counselors of left-behind children.

Through the joint efforts of all levels and departments, an educational network with five levels of linkage among government, departments, communities, schools and families will be formed.

Double-question survey report 5

In recent years, with the decrease of school-age population in rural areas and the deepening of a new round of curriculum reform, rural schools are facing many difficulties and problems. The shrinking scale of rural primary schools has become the bottleneck of the development of rural primary schools. It is urgent to realize educational equity, promote balanced development, take measures to completely change the current situation of rural school education, strengthen the weak links of basic education, make rural education get out of the predicament as soon as possible, consolidate the foundation of rural basic education development and promote the development of rural education. I have worked at the grass-roots level for more than ten years and personally experienced the development, growth and glory of rural primary schools. Great changes have taken place in the overall appearance of rural primary schools, students have a good learning environment, and the central primary school is equipped with a computer room. The school's books, sports equipment and various teaching instruments also have corresponding supporting facilities, and the number of school teachers continues to grow. However, with the sharp decrease of school-age population in rural areas and the deepening of a new round of curriculum reform, rural schools are facing many difficulties and problems, presenting a difficult situation. The shrinking scale of rural primary schools has become the bottleneck of the development of rural primary schools.

First, the purpose, significance and methods of the investigation.

With the new round of curriculum reform and the universal implementation of teaching reform, the educational problems of rural primary schools are more clearly exposed. In this regard, teachers complain, students complain, parents complain, in order to find the essence of the problem, grasp the key to the problem, I conducted a variety of detailed investigations. This survey is mainly conducted in the form of interviews and questionnaires. I visited three primary schools and investigated 25 students, 65,438 teachers and parents. Through investigation, we can understand the views of rural teachers, students and parents on education and the overall education status, and further think about the development and model of rural education.

Second, the basic situation of the investigation

1, teaching problems. In rural areas, nine-year compulsory education can no longer meet the educational requirements of most parents and students. 62.5% of parents want their children to obtain high school education or above. When answering the reasons for the increase, 64. 18% students chose because they like reading, and only 3.49% parents asked for it. It seems that quite a few students and parents have actually realized the importance of education. Children are eager for knowledge, and the countryside also needs talents and technology. But from the survey, there are many problems in rural primary education, mainly including the following aspects:

1) The shortage of public education funds leads to poor school conditions and benefits. School leaders pay insufficient attention to quality education, and the teaching facilities are crude and the teaching methods are relatively old, which seriously affects the implementation of quality education. At present, many rural primary schools still adopt the teaching mode of "one lesson plan, one chalk lesson", and the existing educational and teaching facilities and equipment are backward. The lack of high-quality educational resources has further widened the gap between urban and rural areas. Through the "distance education" configuration in our county, all teaching facilities and equipment have been greatly improved, and the central primary school is equipped with multiple computer rooms. However, in order for advanced educational facilities and equipment to play a role, teachers' skills in using audio-visual education platform still need to be further improved.

2) The teaching staff is unstable and the overall quality is not high. In recent years, because there is no effective mechanism to ensure that new teachers enter rural primary schools, the age structure of primary school teachers is aging. On the other hand, the structure of subject teachers is unreasonable, and there is a shortage of teachers in English, American, physical education, music and other professional disciplines, and the phenomenon of teachers participating in subjects is more common.

2. Teacher problem: The survey found that a considerable number of teachers are dissatisfied with their lives and feel great pressure. I summed it up for the following reasons:

1) The unreasonable establishment of rural education leads to a heavy workload of rural teachers.

2) Despite vigorously advocating quality education and actively promoting the new curriculum reform in recent years, the people still recognize the test scores and enrollment rate. Influenced by China's current education system and guided by the baton of college entrance examination, rural primary school teachers have been unable to walk out of the strange circle of exam-oriented education for decades. The higher education administrative department organizes unified examinations and ranks them at the end of the school year. Coupled with the reform of personnel system, teachers ignore quality education and blindly "sweat and time". How do students talk about "reducing the burden" in such an environment?

3) Education and scientific research are backward, and quality education is difficult to implement.

Teachers in rural basic education are already weak, and theoretical guidance is needed in the process of new curriculum reform. However, due to economic conditions and other factors, teachers lack effective training. In addition, there are basically no full-time English teachers in primary schools, all of whom are part-time teachers, and the effect is not good. Rural primary school teachers have heavy teaching tasks and many subject courses. Each teacher should teach five or six courses, prepare several teaching plans, prepare lessons, give lectures, correct, coach and take exams.

Class management, safety, especially safety, parents worry, teachers worry, and schools are nervous. Teachers have to spend more energy on safety work. "Safety first" has become the "top priority" of school work, and all teachers can't concentrate on teaching and research and course counseling, even if they dare not arrange it for a long time, for fear of accidents. Teachers rarely have free time to study the new curriculum reform and conduct teaching and research. As a result, many teachers are busy dealing with it, and they are in a hurry, exhausted, out of touch with teaching and research, and the teaching and research activities and school-based training are not effective. Many teachers are "experienced" and "hardworking". There are few "research" and "creative" teachers in rural areas.

3. Student problems: Most students have clear learning goals, but most of them are pressured by parents and teachers. Achievement recognition is very high, and 80% people pay attention to scores. However, for the question "How do you want to improve", I originally designed three options: "review by yourself", "ask a tutor" and "other". Results 56.3% students chose other options. After asking, I found that the students thought of more ways, including parental guidance, asking classmates and teachers, and so on. The survey shows that 46. 1% of rural students can study hard at ordinary times, and 34.5% of rural students study irregularly at ordinary times, mainly by working overtime before the exam to cope with the exam. Through contact with students, combined with my own experience, I think the main factor that restricts the learning progress of rural primary school students is that rural primary school students are easily influenced by external factors and need to be constantly urged to study hard. However, because 59.3% of students generally have to undertake some housework, it is difficult to ensure that they have enough study time. In addition, poor basic education conditions in rural areas, lack of learning resources and backward teachers' educational concepts have also seriously restricted rural students' learning.

4. Parents' problems: Many parents are not satisfied with the local education situation. When asked, "How well do you know your children's performance at school?", only 17.5% of parents said they knew, while 20% of parents chose "hardly know". However, when answering "How concerned about children's learning", 58.75% of parents expressed great concern. There seems to be a contradiction in this, that is, how can you say that you care about your children's study when you basically don't know their performance at school? I asked some parents about this. It turns out that many parents think that caring about their children's academic performance means caring about their children. To sum up, the present situation of rural primary education is not optimistic. It is urgent to realize educational equity, promote balanced development, take measures to completely change the current situation of rural children receiving school education with the worst educational conditions, strengthen the weak links of basic education, make rural primary schools get out of the predicament as soon as possible, lay a solid foundation for the development of rural basic education and promote the development of rural education.

Three. Countermeasures and suggestions for solving rural education problems

1. Improve the treatment of teachers, reform the personnel system of the education system, and create a reasonable and efficient competitive environment. The effective ways to solve "teachers' lagging behavior" are: first, to provide teachers' salary level. The second is to reform the personnel system of the education system to ensure the openness, fairness and science of teacher assessment. Strengthen the construction of rural teachers. Really realize the fair and balanced development of education. Send excellent teachers and professional teachers to teach in rural areas, especially English, physical education, music and beauty teachers. Realize quality education in the true sense. Schools should attach importance to the regularity of teacher training and often create conditions to encourage rural primary school teachers to participate in various forms of learning. Through study and training, they can understand the latest teaching ideas, be familiar with brand-new teaching methods, master modern teaching means, improve the breadth and depth of knowledge, and thus improve the overall quality of teachers. Teachers themselves should constantly improve their teaching skills and sense of educational responsibility, and constantly improve their teaching methods according to the different characteristics of students and the requirements of quality education. In order to meet the demand for talents in modern society, we should care for, help and motivate rural children, especially left-behind children and children with learning difficulties, pay more attention to their learning completion and changes, talk and communicate with them more, and keep abreast of their problems and difficulties in learning.

2. Deconstruct the closed traditional system, make full use of social resources, and actively support social forces to set up educational institutions. 70% of the population in China is in rural areas, but the current situation of rural primary education is not ideal, and most families are poor. In order to reduce the family burden, some students drop out of school and go out to work. Modern society advocates people to pay attention to vulnerable groups, and these students who drop out of school due to financial difficulties should receive more care and help from society. Help them realize their dream of reading! Improve the conditions for running schools in rural areas and increase the input of distance education resources. To improve the education and material conditions of rural primary schools (especially small villages), priority should be given to government investment, and education funds and facilities should be tilted to the countryside as much as possible, especially the input of distance education resources. Schools can make full use of the educational network resource platform, learn from excellent teachers' lesson preparation, teaching design and homework optimization, and integrate into their own teaching practice to serve the development of rural education and personnel training.

I call on government departments at all levels and all walks of life to realize the urgency of developing rural education and give more support to rural education. Attract more outstanding teachers to teach in rural primary schools, improve the quality of running schools in rural areas and promote the coordinated development of rural education and economy and society.