What problems should be paid attention to in the research?

Although there are many ways to do research, there is a basic procedure. In the research, we should pay attention to the following questions: 1. What to learn? How to determine the research topic All scientific research begins with the problem-the problem is the topic; Teaching is research (mastering methods is very important, otherwise it is not research); Progress and achievement are growth. Educational research topics mainly come from two aspects: 1, the source of practice-objective or potential educational practice problems (this is a lot); The contradiction between education and teaching and its exterior (teachers and parents, teachers and schools, schools and society, education and social development). E.g.). 2. Theoretical sources-the problems revealed by the existing educational theories and the gaps and contradictions in the theoretical system (such as the process of the article "Cold Thinking on the Integration of Information Technology and Curriculum"). 3. Practical innovation and theoretical innovation —— For example, Li Jilin, a special-grade teacher in Nantong, started from the disadvantages of Chinese teaching, got inspiration from the use of scenarios in language training in foreign language teaching, learned from the "realm theory" in China's ancient literary theory, absorbed the effective factors of traditional teaching based on reading and writing and modern intuitive teaching, and explored and created the "situational teaching method of Chinese in primary schools" … Second, how to demonstrate the research topic? When choosing a topic, you need to fully understand all the situations of the topic. Understand the research status of this topic at home and abroad, including the achievements and existing problems, and understand the theoretical system to which this topic belongs. A comprehensive understanding of the subject can make us take fewer detours in the research process and establish the main direction of research. This is what we often say: "Know yourself and know yourself, and you will win every battle." Demonstrating a topic is mainly to clarify the following questions: a. What are the nature and types of problems to be studied? B. what is the practical significance of the problem to be studied? Its theoretical value (that is, what breakthroughs are expected in theory? C. What are the research results of the problems to be studied? What is the research direction? D. conditional analysis of the problem to be studied. E. What are the research strategies and steps? F. What are the results of the research and its performance? Third, the basic methods of educational research mainly include: (1) observation; (2) investigation; (3) testing; (4) Action research; (6) summary of experience; (7) Case study; (9) Experiment (in the process of a research project, more than two methods are often used according to different research purposes and requirements) 1, observation: in order to know the truth. The implementation steps of observation method are as follows: the first step is to design observation research, which is divided into the following aspects (1) for general investigation and tentative observation. The purpose of this step is not to collect materials, but to grasp the basic situation so as to plan the whole observation process correctly. For example, to observe a teacher's teaching work, we should go to school in advance to learn about the teacher's work, students' situation, relevant environment and conditions, and so on. This can be done by talking with teachers and school leaders and consulting some related materials, such as teaching plans, teaching diaries, students' homework, lectures and so on. (2) Determine the purpose and center of observation. According to the characteristics of the research task and research object, what problems should be considered, what materials and conditions are needed, and then make clear provisions. If this provision is not clear, observation cannot be concentrated and the result cannot be in-depth. Don't have a few observation centers, and don't have a wide range. All observations should be made around a center. If you have to observe several centers, then observe them in groups and cooperate with each other. (3) Determine the observation object. First, determine the overall scope to be observed; The second is to determine the case object to be observed; The third is to determine the specific items to be observed. For example, studying the business and culture of college or undergraduate graduates newly assigned to teach in primary and secondary schools, the overall observation is the new teachers who have been engaged in teaching for one or two years. Within this overall scope, we will decide which primary schools to observe and which teachers in which teaching and research groups to observe. After the specific observation list is determined, the time, place and specific observation items to be observed shall be determined. (4) Make an observation plan. In addition to defining the purpose, center and scope of observation, as well as what problems to understand and what data to collect, the observation plan should also arrange the observation process: observation times, density, duration of each observation, and how to ensure the normality of observation phenomena. (5) Planning and preparing observation means. Generally speaking, there are two observation methods: one is to obtain observation data; The first is the means to save observation data. The main means to obtain observation data is human sensory organs, but sometimes some specially set instruments are needed to help observation, such as observation screens, computer terminal equipment, and more advanced ones such as action reactors. These instruments mainly play two roles: ensuring the objectivity of observation and improving the accuracy of observation. The human brain is a natural organ for storing data. This kind of preservation method, which is associated with the observation subject, lacks accuracy and persistence, and cannot realize the objectification of data. Therefore, people first use characters, graphics and other symbols, and then use photography, audio recording, video recording and other technical means to accurately and comprehensively record the instantaneous events, events and feelings in the observation process in a permanent way for repeated observation and analysis of data. Either way, preparations should be made before the observation, and the functions of the instruments used in the observation should be checked in advance to ensure that there are no obstacles in the use process. For observers, it is necessary to master the basic methods of using instruments and know what to do in observation. A camera is not enough to shoot a class in detail and comprehensively. Observers should prepare several cameras and divide their work in advance. Even the observation records should be designed in advance. Print the items that must be recorded on the recording paper according to a certain format, or agree on some recording symbols to minimize the time of writing words when recording on site. Take middle school students' classroom behavior records as an example. In the record, according to the research needs, list the behaviors that students think may happen in class. However, it is estimated that the list will not be complete, so some space is reserved for observers to use when necessary. If researchers want to ask others to help them observe, they must clearly explain the specific meaning of each project and the handling methods in case of emergencies in advance, and ask them to be familiar with the location of each project. To be on the safe side, you can also do several observation exercises before the formal observation to help observers get familiar with the recorded content; If defects are found in the records, they can be adjusted before formal observation. (6) stipulate unified standards. In order to increase the objectivity of observation, facilitate the measurement and evaluation of various phenomena, facilitate the quantitative representation of observed phenomena, and enable the observation results to be checked, compared, counted and integrated, it is necessary to consider various factors that may be involved in one's own observation in advance and set a unified standard for each factor. Every time we observe or observe the same phenomenon, different observers should adhere to a unified standard to measure it. This is mainly because different research projects often involve different standards. For example, some involve unit problems, such as how to measure the knowledge quality of students' grades; Some involve definition issues, such as how to identify it as a violation of discipline; Some involve calculation methods, such as how to register and express the frequency of conflicts between students and so on. For similar problems, unified regulations should be made in advance. (7) Put forward the observation outline paragraph by paragraph. On the basis of the observation plan, a specific outline should be put forward for each observation or each paragraph (several observations with the same nature and content make up a paragraph), so that the observer can be very clear about the purpose, task and materials to be obtained for each observation. The observation outline can include specific problems to be solved in this observation, and should be put forward after careful consideration on the basis of previous observation. Tables can also be used to classify and observe actual processes, analyze and study, and draw some conclusions. Maybe it can form a research topic. 2. Investigation method: The same purpose is to know the facts, analyze the facts, draw conclusions and confirm some problems, so as to improve the work (including improving research methods) or form new research topics. The survey methods include questionnaire survey, interview survey and so on. Understand the facts, analyze the situation, study it carefully, draw a conclusion, and find a solution or a plan for further research. The whole process can be roughly divided into the following steps: (1) determine the purpose of the investigation (determine the problem and form a hypothesis; Verify the hypothesis through investigation, clarify the problem and draw a conclusion). (2) Determine the sampling population. The sampled population should be consistent with the population (target population) who obtained the information. The conclusion drawn from the sample is applicable to the sample population, and the applicability beyond this range depends on the difference between the sample population and the target population. (3) Determine the data to be collected. Generally, only data related to the purpose of the survey are collected, and long questionnaires will reduce the quality of answers. (4) Select the sampling method. At this time, which unit in the population can basically be decided as an individual. (5) Prepare the sampling box. Such as school directory, student roster, etc. (6) Determine the required accuracy. Because the sampling survey infers the population from the sample, there will be some uncertainty. Generally, relative error or absolute error is required at the probability level. (7) Estimate the sample size and cost. (8) Sampling test, try to fill in the questionnaire in a small scope and make some necessary improvements. (9) Organize field investigation. Investigate according to the sampling plan. Check the quality of the returned questionnaires in time, and have a treatment plan for the forms that are not answered. (10) Analyze the data according to the sampling method used. (1 1) The same data can be compared by other analysis methods. (12) Write an investigation report. Preserve population information, which may guide future sampling surveys. For educational phenomena, it is sometimes difficult to carry out strict probability sampling. The following sampling methods can be considered: select some representative large units (groups) from the population and conduct probability sampling within the groups; Select individuals from small groups who are close to the researcher's impression of the average level of the group; The sample is limited to the accessible part of the population; The samples are randomly selected; The sample consists of people who voluntarily accept the survey and so on. However, for the samples obtained in this way, we should choose appropriate data analysis methods, be cautious about the conclusions, and make full use of other information for verification and confirmation. In the study of educational phenomena, the organic combination of researchers' wisdom, experience and sampling technology is the key to obtain good samples. 3. Test method: It is to describe or infer the status of a certain behavior (including: ability and achievement, personality, interest, motivation, attitude, concept and psychological needs, etc. ); So as to consider the reconstruction strategy or scheme, or further form a new research topic. In pedagogy and psychology, measurement, as an important quantitative research method, is mainly used to evaluate, diagnose and predict (for example, the "test of students' autonomous learning ability" (experiment) made by teacher XXX is to understand the degree of autonomous learning ability of middle and senior primary school students). The so-called measurement is the process of expressing the attributes or characteristics of an object or phenomenon with numbers or symbols according to certain laws. Test method is the main content and form of educational psychological measurement. The objectivity of testing is the index of testing system process quality. The control of testing should have the same meaning for the same object at different times or for different objects at the same time. In order to keep the objectivity of stimulus, we must follow certain procedures to control it. The objectivity of inference means that different people's inferences about the same result should be consistent, and the same person should explain the same result at different times. 4. Action research method: Action research method is an exploratory research method to adapt to small-scale education reform. Its purpose is not to establish theories and induce laws, but to constantly explore and improve work in action research and solve practical problems in education. Action research combines reform actions with research work, and is closely linked with specific reform actions in educational practice. (characterized by implementation, evaluation and modification). The model is basically: plan-action-investigation-reflection (that is, summary and evaluation). Individual teachers are more suitable. Another model: pre-diagnosis-collecting data for pre-research-drawing up a master plan-drawing up a specific plan-action-summing up and evaluating. From the above steps of action research method, we can find three obvious characteristics: first, it is dynamic, all ideas, plans and schemes are in an open dynamic system and can be modified; Second, it has a strong joint and participation, and all team members such as researchers, teachers and managers participate in the whole process of implementing the action research method; Thirdly, in the whole research process, diagnostic evaluation, formative evaluation and summative evaluation run through the workflow of action research method. Specific operation method: (1) Pre-diagnosis: The task at this stage is to find problems. Reflect on the problems in teaching or school work, find the problems, diagnose them according to the actual situation, and get the initial idea of action change. In every step, pre-diagnosis plays a very important role. (2) Pre-research of data collection: At this stage, a research team composed of teaching and research personnel, teachers and educational administrators will be set up to conduct preliminary discussion and research on the problem, find relevant theories and documents to solve the problem, fully occupy the data, and the personnel involved in the research will discuss with each other and listen to the opinions of all parties, so as to make a diagnostic evaluation for the formulation of the overall plan. (3) Draw up the master plan: This is a systematic plan originally conceived. Action research method is a dynamic and open system, so the master plan can be modified and changed. (4) Make a specific plan: This is a concrete measure to realize the overall plan, and it is based on the need to solve practical problems. Only with it will there be interventions aimed at changing the status quo. (5) Action: It is the key to the success or failure of the whole research work. This stage is characterized by implementation, evaluation and modification. In the implementation of the planned action, pay attention to collecting the feedback information of each step, and if feasible, you can enter the next plan and action. On the contrary, the whole plan and even the basic idea may need to be adjusted or modified. The purpose of action here is not to test an idea or plan, but to solve practical problems. In action research, the collection and arrangement of process data is also very important. (6) Summary and evaluation: First, we should examine the research process. The contents of the investigation are as follows: 1. The background factors of the action and the factors affecting the action. The second is the process of action, including who participated in the implementation of the plan in what way, what materials were used, what activities were arranged, whether there were unexpected changes, and how to eliminate interference. The third is the result of action, including expectation and accident, positive and negative. Attention should be paid to collecting information from three aspects. Background information is the basic material to analyze the effectiveness of the plan, and process information is the test basis to judge whether the plan brings action effect and how to bring it. Results The data is the direct basis for analyzing the effect of the scheme. It is necessary to flexibly use various observation technologies and data collection and analysis technologies, and make full use of modern means such as video recording and audio recording. Summary and evaluation are actually "reflections" on the process and results of action research. Reflection is the end of the first cycle of action research and the intermediary of the transition to another cycle. This link includes: sorting out descriptions, evaluating and explaining, and writing research reports. This is a summary and evaluation of the whole research work. At this stage, it is necessary to scientifically process the data and information obtained in the research, draw the conclusions needed for the research, and explain and evaluate the practical problems that caused this topic. 5. Experience summary method: This is a common method that teachers can use. Based on the facts provided by educational practice, educational experience summary method is an educational scientific research method, which analyzes and summarizes educational phenomena, excavates existing empirical materials, and raises them to the height of educational theory, so as to better guide new educational practice activities. The key is to be able to see the essence through the phenomenon and find the law in practical experience; So as to improve their teaching better and more reasonably. Summarizing educational experience should follow the following basic requirements: (1) Pay attention to the advanced nature of experience (the concept must be updated). (2) To comprehensively investigate and summarize the objects and fully occupy the original factual materials; Moreover, there should be "points" and "faces", so as to achieve the combination of "points" and "faces" and prevent one-sidedness from generalizing. (3) Based on educational practice, it is of no value to disagree. (4) Be good at theoretical analysis. 6. Literature method: Through classified reading of relevant literature (including words, charts, symbols, audio and video with certain historical value, theoretical value and data value), draw general conclusions or find problems to find new ideas. Literature can be divided into zero-time literature, primary literature, secondary literature and tertiary literature. The zero-order literature is the most original material, which has not been published and has been consciously processed. Literature refers to books, papers, investigation reports and other documents that directly record events, research results, new knowledge and new technologies. Secondary literature refers to the processing and sorting of primary literature, including recording its characteristics, extracting its content points, and sorting it into systematic and easy-to-find literature according to certain methods. The three documents are comprehensive research results based on two documents, reference books and many documents.