First, how to demonstrate the topic Since the topic has been selected, we must fully understand all the situations of this 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." How to demonstrate a topic? To demonstrate a topic is mainly to clarify the following questions: 1. What is the nature and type of the problem to be studied? 2. What is the practical significance of the problem to be studied? Its theoretical value (that is, what breakthroughs are expected in theory? 3. What are the research results and research directions of the problems to be studied? 4. Analyze the conditions of the studied problem. 5. What are the research strategies and steps? 6. What are the results and performances of the research? The project demonstration report can be used to fill in the opening and preface of the project application form or scientific research paper. Second, how to form a research hypothesis What is a research hypothesis? The so-called research hypothesis is to imagine one or more possible answers and conclusions to the subject to be studied according to the existing scientific theories and facts. What form does the research hypothesis take? We have learned what "proposition" is in junior high school mathematics. The general form of "proposition" is: "If …, then …". The part of "if ……" is called the condition of the proposition, and the part of "then ……" is called the conclusion of the proposition. For example: "If students actively participate in classroom teaching activities, then his academic performance will be further improved"; "If hierarchical and progressive teaching is implemented in classroom teaching, the learning effect of students at all levels can be improved as a whole"; "If modern educational technology is reasonably used in teaching, then the teaching quality can be improved" and so on. These are all "propositions". The conclusion of a proposition may be correct or called true, or it may be wrong or called false. For a discipline, its research hypothesis is a proposition. For example, the above example can be regarded as a research hypothesis of a discipline. As mentioned above, it is normal that a topic sometimes has one or several research hypotheses. Generally speaking, the research hypothesis of a discipline should provide or stipulate its research direction and nature, make a clear prediction of the research results, and provide a predictable regulation and framework for designing research plans. A good research hypothesis should have the following characteristics: ① scientific. That is, based on certain theories and facts, rather than unfounded speculation and subjective assumptions. Last issue mentioned that "perpetual motion machine" is a proposition without scientific basis. ② Testability. That is, the conclusion of research hypothesis is testable, and testable hypothesis is a necessary condition for scientific research hypothesis. Testability means that the research results can be repeated under the same conditions and can prove the existence and reliability of the same conclusion. ③ Predictability. The assumptions of the project should have predictable results. Third, how to determine variables and classify them according to assumptions. In the last lecture, we have made it clear how to form the research hypothesis of a topic. When forming the research hypothesis, the conditional part and the conclusion part are actually macro variables. The so-called variable is a variable quantity, and variables are divided into independent variables, dependent variables and irrelevant variables. Independent variable is the cause variable of hypothesis. Is to study the quantity that causes the change of the result. For example, with the passage of time, small trees are constantly growing. In the process of this change, time is one of the many independent variables that lead to the growth of small trees. For another example, in the topic "Using modern educational technology to optimize classroom teaching structure and improve teaching effect", the application of modern educational technology is one of the independent variables in this topic, because its application (the change of teaching means) has caused changes in teaching structure and teaching effect. For another example, in the title: "Implementing hierarchical and progressive teaching to improve teaching quality", its independent variables are: ① Students are stratified; (2) target stratification; ③ Hierarchical teaching; ④ Hierarchical guidance; ⑤ Layered operation; ⑥ Hierarchical evaluation. Dependent variables are hypothetical result variables. In other words, the change of an event result is caused by the change of independent variables, and the change of this result is the dependent variable. For example, in the above example of small tree growth, "small tree" ......
Hypothesis types in project research and design
1, according to complexity: (1) Descriptive assumption. It is a description of the general outline and appearance of an object. The purpose is to provide people with some speculations about the external relationship and approximate quantitative relationship of things, such as the study of "the influence of educational development on the change of population birth rate" (2) explanatory hypothesis. Reveal the internal relations of things to explain the reasons for things. (3) Predictive assumptions. It is a scientific speculation about the future development trend of things. This kind of speculation cannot be put forward without a deeper and more comprehensive understanding of the real thing. 2. According to the changing direction of the variable relationship in the hypothesis: (1) conditional hypothesis. It means that if there is a conditional relationship between two variables, the standard logical sentence pattern of "if …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………" is adopted in the expression. (2) Difference hypothesis. It means that the two variables in the hypothesis have a different relationship to some extent. (3) Functional hypothesis. It means that there is a causal relationship between two variables in the hypothesis and it is expressed in mathematical form, that is, Y=f(x). 3. According to the nature of the hypothesis: (1) general hypothesis. It is a hypothesis to infer the relationship between general categories, pointing to universal, abstract and generalized examples. (2) Specific assumptions. Inferring the relationship between concrete objects is a hypothesis, pointing to individual, concrete and concrete examples. (3) the nihility hypothesis. Also known as statistical hypothesis, it is a hypothesis that infers a non-existent and non-inclined relationship, pointing to neutral, undifferentiated and undifferentiated situations. The original intention of the nihility hypothesis is to deny oneself through the test of facts, and the tendency of the result is obviously revealed when the nihility hypothesis is denied. 3. According to the tendentiousness of the hypothesis in expressing the relationship between variables: (1) directional hypothesis. Indicate the expected direction of the hypothetical results in the report, and point out the characteristics and trends of the differences between variables. (2) Non-directional hypothesis. In the statement, the expected direction of the hypothetical results is not suggested, but the differences between variables are expected to be revealed by collecting data and testing the results, which is often expressed by nihilistic assumptions.
How to write the research goal, research content, research hypothesis and quasi-innovation of educational science planning project
(A) Research objectives
1. Overall goal
Through research, this paper discusses the methods, ways and modes of constructing * * * isomorphism in extracurricular mathematics learning.
2. Specific objectives
(1) Through research, the study habits and methods of students in extracurricular mathematics learning are discussed.
(2) Through research, this paper discusses the concrete scheme, application mode and management strategy of mathematics learning in extracurricular learning.
(2) Research content
Extracurricular mathematics learning * * * makes full use of student-student interaction as an auxiliary means of teaching, pays attention to students' extracurricular exchanges and discussions, and pays attention to teachers' teaching resources and students' learning resources, mainly including textbooks, exercise books, test papers, learning guidance and learning experience forums. At the same time, this topic also discusses the use mode, learning effect and management strategy of extracurricular mathematics learning. Details are as follows:
(1) Psychologically study students' extracurricular learning habits and methods, and enhance students' awareness of learning together;
(2) Study the strategy of grouping assignment, promote the isomorphic construction of * * *, and maximize the learning benefit;
(3) By analyzing the different characteristics of liberal arts and science students, formulate specific study plans;
(4) Using the residential system in our school, the management strategy of extracurricular mathematics learning is studied.
(3) research hypotheses and innovative suggestions
1. research hypothesis
(1) The construction of the isomorphism of extracurricular mathematics learning will build a cooperative learning platform for boarding students and maximize the benefits of extracurricular mathematics learning.
The construction of mathematics learning * * * is to cultivate students' awareness of learning together, to carry out scientific and reasonable grouping, to fully develop and utilize the human resources of student-student interaction, and to stimulate students to debate, communicate and reproduce the thinking process of solving problems. Build a cooperative learning platform for boarding students, so as to maximize the benefits of students' extracurricular mathematics learning. This is also the key problem to be solved in this topic.
(2) The research on the construction of extracurricular mathematics learning can make senior high school mathematics teachers pay attention to and manage students' extracurricular learning.
Over the years, we have paid attention to improving the efficiency of classroom teaching, which is of course very important. It can only broaden our horizons and build high school mathematics learning on a broader communication background, which is of great significance for students to understand the nature of knowledge. Extracurricular learning is a valuable human resource to be further developed in the teaching system and an important supplement to the success of teaching activities. Senior high school math teachers should pay more attention to students' extracurricular learning and strengthen management. Make specific plans to ensure the smooth progress of extracurricular learning; At the same time, study the existing problems and build a harmonious extracurricular study. Make a series of specific plans for synchronous learning to ensure that learning is not a mere formality. This is also the focus and difficulty of the study.
2. Proposed innovation
(1) operability
Through research, this paper discusses the concrete scheme, application mode and management strategy of mathematics learning in extracurricular learning, making it operable and making extracurricular mathematics learning a mere formality.
(2) Applicability
Through practice, we explore the learning materials of after-school mathematics learning, learn specific examples, problem sets, effective learning cases, ineffective learning cases, learning guidance, learning experience and learning methods, and form a series of applicable learning resources.
How to write a research topic?
First of all, the topic is put forward:
Putting forward a research topic is generally considered from three aspects: background, present situation, foundation (or importance, necessity and possibility).
1. Background: The developed educational situation, new educational ideas, ideas, requirements or teaching concepts, methods and means we are facing have had an important impact on teaching practice.
2. Present situation: The most urgent problem that we must study and solve in time is the gap between the actual situation of education and teaching work in this region and this unit and the changed educational background.
3. Basis: the exploratory research done by the members of the research group or others on this issue, and the preliminary research results that have been obtained.
Second, the definition of the concept:
Refers to the connotation of some important words in the name of the main topic (sometimes including some sub-topics), the research scope of the topic, etc.
Note: The important points of this study need not be repeated.
Third, the theoretical basis:
The research of this topic tries to draw lessons from and apply the main theories, doctrines, viewpoints and principles, so as to obtain the main research ideas and teaching concepts that support this research.
Four, the main research objectives and contents:
The main research goal (the hypothesis of the subject) that I try to achieve through the research of this subject, and which sub-topics the main subject is decomposed into, and the specific research tasks of each sub-topic. There should be a reasonable and close logical relationship between the research purpose of the topic and the sub-topic. The research of each sub-topic can completely show the research framework of the main topic. These sub-topics are relatively independent, interrelated and highly operable, and can be implemented in the education and teaching practice of the members of the research group.
Verb (abbreviation of verb) main research methods and research objects;
1. research methods: mainly including literature method, action research method, investigation method, case study method, experience summary method, etc. , can also be supplemented by mathematical statistics, detection and analysis, tracking and comparison, structure and function, observation, pursuit, attribution, history, experiment and other research methods. It is necessary to explain how to give full play to the instrumental role of the research methods adopted to serve the research of this topic (or sub-topic).
2. The research object generally refers to people, mostly students and some teachers. It is necessary to find out whether we are studying all students or some students (or teachers) in our unit.
VI. Forms of research results:
Generally, it includes research report, collection of essays, compilation of excellent teaching plans or activity designs, compilation of cases, observation class (courseware, CD-ROM), collection of students' works, publication or award-winning of teachers' papers, etc.
Seven, the composition and division of labor of the members of the research group:
The members of the research group should include the project leader, the sub-project leader and the front-line teachers who participate in the research. External lecturers, consultants and other personnel should be treated differently according to their responsibilities and obligations.
The members of the research group shall be responsible for or part-time planning, organization, coordination, overall planning, management, research, guidance and consultancy.
Eight, implementation steps:
1. Preliminary preparation stage:
Establish the main topic and construct the sub-topic; Set up a research group to clarify the division of responsibilities; Establish and improve the learning exchange system; Complete the demonstration and declaration work; Formulate the implementation plan of the main project and the work plan of the subproject; Conduct necessary preliminary investigations or tests.
2.
Research implementation stage: it can be divided into the first stage and the second stage, and the research is carried out according to the implementation plan, during which an interim report can be arranged. The interim report is not vigorous in form, but should pay attention to actual results. Through the interim report, let the members of the research group see the preliminary results of the research, find out the shortcomings or problems, clarify the research tasks in the next stage, then adjust the implementation plan and modify the work plan of the sub-project, so that the later research will not deviate from the direction and lay a good foundation for the smooth end of the project.
3. Appraisal stage: complete the writing of the conclusion report and data collation, and make full preparations for the appraisal of the results.
Put forward the research hypothesis of project research design.
The connotation of (1) hypothesis The so-called hypothesis is simply a hypothetical answer to the questions raised in the topic selection, and it is a speculative and hypothetical explanation made by researchers based on certain empirical facts and scientific theories. In this regard, we can understand it from three aspects: first, it must be an answer to the question. Hypothesis is not put forward for no reason, it is used to answer specific questions and explain some facts and phenomena; Second, it must be an answer to an unconfirmed question; Third, there must be relevant facts or theoretical basis.
What do you mean by research topic?
Requirements, methods and steps of subject research
(1) topic selection
Choosing a topic is the beginning of research, that is, determining what topic you want to study.
1. Where did the question come from?
(1) Reference topics or application topics provided by schools or relevant departments above schools.
(2) The problems that teachers are confused or interested in their own education and teaching work have risen to the topic.
2. General principles of topic selection
Scientific nature: to have theoretical and factual basis, it must conform to scientific principles; The expected results should be reasonable; The research methods should be correct, rigorous and innovative.
3. The general process of topic selection
(1) Clear direction-find problems.
(2) concentration range-empirical analysis
(3) Prompt the focus-form a topic
4. Matters needing attention in topic selection
(1) The topic should be small but not big.
(2) The topic should be combined with the actual situation of the school and come from the practical problems of education and teaching. The topic should be original. The statement of the theme should be concise and specific.
(3) The advantages of the researchers should be taken into account, and their own work should be combined to adapt to the abilities of the researchers.
(2) The reporting entity
Declaring a project, that is, designing a research plan, is the concrete idea of how to carry out project research, the working framework of starting project research and the basic idea of how to carry out research. It is a necessary measure to ensure the smooth appointment of research; The central link to concretize the research; It is an important guarantee for the quality of research results; Conducive to inspection and self-inspection; Conducive to cooperative research. Generally, the subject research carried out by higher authorities is accompanied by a subject declaration form.
1. project declaration form (project research plan):
(1) Description and definition of the topic: The title or topic of the topic must clearly state the problem to be studied, reflecting the research object, research questions and research methods. Such as "strengthening preview guidance and improving students' self-study ability"
(2) Research background, purpose and significance:
Research background: that is, what is based on and what is inspired.
Purpose and significance of research: that is, why to study, what is the value of research, and what problems to solve, including theoretical and practical significance; External goal (purpose), internal goal-student development).
Research summary: the history and present situation of this study.
Characteristics or breakthrough points of research: new problems, new methods, new angles and new effects.
(3) Research scope: the definition of the overall scope of the research object; Defining the fuzzy concept of the research object; Definition of key concepts.
(4) Research content: A very important part cannot be studied without specific research content.
(5) Research methods:
① Precautions: Pay attention to the use of various methods; The method should be written in detail; Don't abuse this method
② Main methods: Action research. Experimental research; Case study; Investigation and study; Literary studies.
(6) Research object: representative and typical, which makes the research results have universal guiding significance.
(7) Research procedures (steps): Study the tasks and requirements of each stage.
The first stage (preparation stage): collecting information and opening a topic.
The second stage (implementation stage):
The third stage (summary stage):
(8) Forms of expected results: ① Papers, research reports, works, etc. ② Changes of students
(9) Research members (and responsible persons, division of labor)
(10) Budget and other required conditions
2. Fill in the project declaration form (project demonstration)
3. Matters needing attention in filling in the subject declaration form
(1) Understand the importance of filling in the declaration form. I can't handle it with half the effort.
(2) among several copies, keep one for yourself, preferably in the computer.
(3) The core is the purpose, significance, research steps, research contents and methods.
4. Subject Statement Form
(3) Opening remarks
1. The meaning and significance of open debate
2. Writing method of opening report
3. The difference with the project demonstration (applicant)
4. Hold a public demonstration meeting
(4) Implementation research
1. Attach importance to theoretical study and the guiding role of theory.
Second, pay attention to the choice of research methods.
Characteristics of action research:
1. learn for action
The purpose of action research is pointed out. The purpose of the research is not to build a systematic academic theory, but to solve the situation of practitioners. ......
How to write a research topic?
First, the topic is put forward (it can also be said that it is a topic) mainly from why we should engage in this topic, from our own teaching practice, and also from schools, districts, cities, provinces and even the whole country. It is best to consult relevant information, understand the previous research, achievements and levels, unresolved problems or problems in this field, and grasp the value and role of research, so that our research can be created and developed, so that our research can be at the forefront of this field. As a front-line teacher, you can choose a topic that is closely related to yourself to experiment. For example, select a few lower-middle class students in a class to follow up, study their intelligence factors, non-intelligence factors and psychological state, understand the reasons why they are lower-middle class students, make a case, and then follow up to see if it is effective. This part mainly expounds why this study is needed and the significance of this study. Second, the theoretical basis We should have a certain theoretical basis for the research topic, not imaginary. For example, the theoretical basis of the integration of modern educational technology and various disciplines is mainly constructivism learning theory and cognitive theory. 3. Hypothesis of the experiment When determining the topic, we should make a "hypothesis" on the research question. "Hypothesis" is based on existing experience and facts, and existing scientific achievements (educational teaching theory, educational psychology theory, cognitive theory, media theory, etc.). ), use creative thinking to hypothetically speculate on the causes and laws of some unknown things. Of course, this hypothesis has scientific basis. For example, according to the existing research and experience, we believe that the integration of modern educational technology and various disciplines is conducive to the development of students' learning ability and creativity. Based on this, we can study the research topic "the influence of the integration of modern educational technology and various disciplines on promoting students' thinking ability and cultivating students' autonomous learning ability", and put forward the hypothesis that the effective integration of modern educational technology and various disciplines can promote students' thinking ability and thus improve students' autonomous learning ability. The variable experiment of the experiment is to exert controllable influence on the experimental object under controlled conditions according to a certain plan, and observe its changes, so as to infer the causal relationship between these influences and effects. Therefore, many variable "factors" will be involved in the experiment process, such as teaching materials, teaching methods, teaching time, teaching ability, students' intelligence level, basic knowledge, hobbies and so on. These variable "factors" are collectively called "variables". The variable in the experiment is: 1 independent variable. That is, the experimental factor added by the experimenter to the experimental object is manipulated by the experimenter to understand the causal relationship between it and the experimental results. If we want to verify whether a certain teaching mode will improve students' self-study ability, the independent variable in the experiment is the teaching mode. There may also be multiple independent variables. Such as the research of new teaching mode under the network environment. There are two independent variables, one is to create a network atmosphere, and the other is to build a new teaching model. 2 dependent variable. That is, before the experiment, it is assumed that there is a causal relationship between the result variables, which changes with the change of independent variables. For example, an experiment to verify whether a certain teaching mode will improve students' autonomous learning ability is a dependent variable. Irrelevant variables, and all variables that affect the experimental results but are not independent variables. For example, in the experiment mentioned above, teachers' teaching attitude, professional level, ability to organize teaching, students' basic knowledge, intelligence, personal learning methods or ways, family learning environment, etc. These all affect the learning effect and autonomous learning ability. In the experiment, they are irrelevant variables and must be controlled, otherwise it will be impossible to judge whether the dependent variable (students' autonomous learning ability) is caused by independent variables (teaching mode) or irrelevant variables. Therefore, the control of irrelevant variables is also the key to the success of the experiment. When writing an experimental scheme, besides determining independent variables, dependent variables and irrelevant variables, it is best to write out the specific operations of independent variables, such as: the study of establishing a model. The first step is to explain the conditions and environment needed by the model, then draw the model structure, and finally further explain each link of the model. At the same time, how to control the interference variables should also be written. What is the goal of the experiment? Besides dependent variables, the improvement of teachers' level, experimental reports, excellent teaching plans, excellent teaching designs and excellent papers can all be the goals to be achieved. Six experimental research methods explain the design and procedures for testing hypotheses, so that people can get enough information to repeat the same experiment to verify your conclusion. Including: 1 object and sampling method, including age, grade, selection method and reason, ......
Characteristics of educational research hypothesis in project research design
(1) speculation. Any hypothesis is a guess of various external phenomena, which has not yet reached an exact and reliable understanding and needs further scientific research to test or confirm. (2) scientific. Hypothesis is not random fantasy and unfounded fantasy, but based on the relevant scientific knowledge or empirical knowledge that people already know and master, based on some reliable factual materials about the research object, and based on scientific logical methods. (3) logic. Hypothesis is not a simple accumulation of empirical facts, but a logical system composed of concepts, judgments and reasoning. (4) Diversity. That is, we can make two or more different theoretical hypotheses about the same phenomenon and its laws. Therefore, it is assumed that there is diversity.
Educational research hypothesis test of project research design
The test of hypothesis is to verify whether the hypothesis is true, including logical analysis and experimental verification. Logical analysis, mainly using logical argumentation and refutation methods; The experimental inspection is divided into: (1) direct inspection; (2) Indirect inspection. Second, choose the research object. According to the research object, divide the types of educational research: (1) overall research, case study and sampling research 1, overall research. The word "population" contains the meaning of total number and population, that is, the population of the research object is the sum of all the research objects in a certain time and space. The size of the crowd depends on the range defined by the researchers. 2. Case study. Because the case study is generally a comprehensive and in-depth investigation and analysis of some typical characteristics of the research object, the process is similar to dissecting a sparrow, so it is also called "dissecting a sparrow". The case study has the following characteristics: the research object is personalized and typical. The depth and comprehensiveness of the research content. Diversity and comprehensiveness of research methods. Uses and functional advantages: limitations:? 3. Sampling research is a study in which researchers extract representative samples from the population according to certain rules and obtain a general understanding according to the research results of the samples. Sampling is to extract some representative units from a certain population according to certain rules to form research samples. Sampling unit refers to the basic unit or element that constitutes the whole. Sample refers to the direct research object extracted from the population. Purpose and function of sampling: Compared with overall research, sampling research has many advantages: ① solving the difficulties of overall research; (2) Save manpower, time and expenses, and shorten the time of data sorting; ③ The extracted samples can be deeply analyzed and studied to improve the accuracy and depth of the research results; ④ The conclusion of sampling research is of great significance to similar objects. Sampling research also has many shortcomings, the biggest one is sampling error. (2) Basic requirements of sampling Correct sampling should follow the principle of randomness. The so-called randomness principle means that the probability (that is, the possibility) of each individual in the group is completely equal when sampling. Also note: (1) Determine the sampling range. The key is to define the overall boundary. (2) Ensure the representativeness of the sample. ① The more uniform the object, the smaller the error; ② Number of samples, the more samples, the smaller the error; ③ Sampling method. Generally speaking, the error of non-repeated sampling is less than repeated sampling, the error of mechanical sampling is less than random sampling, and the error of classified sampling is less than mechanical sampling. (3) The sample size is reasonable. That is, the sample size is determined according to the nature of the population, the sampling method and the accuracy required for inference, and the sample size is as large as possible so as to truly represent the characteristics of the population. (III) General procedures for sampling A complete sampling process generally includes the following three steps: (1) Clearly define the population of the research object, that is, specify the population; (2) Try to obtain a complete and correct list of overall sampling units; (3) Determine the sample size, and then select representative samples by adopting appropriate sampling methods according to the list. (IV) Commonly used sampling methods There are many sampling methods, and the specific sampling methods should be selected according to the research purpose, research content and conditions. 1, simple random sampling. Sampling is based on contingency, and each sampling unit has the same chance of being extracted in the sampling process. ① draw lots. ② Use a random directory. 2, equidistant random sampling. Also known as systematic random sampling, mechanical sampling or interval sampling, each individual in the sampling population is numbered according to a certain symbolic order, and then an individual is systematically selected in the interval of several sampling units, thus forming a sample. The steps are as follows: (1) Arrange and number each individual in the population in turn; (2) determining the interval distance; ③ Determine the starting point number of sampling by random method; (4) Starting from the initial number, according to the interval distance, select a sufficient number of individuals as samples in turn. 3. Classified random sampling. Also known as classified sampling, proportional sampling and quota sampling, the population is divided into several categories according to certain standards, that is, the unit attribute characteristics (the size of variation), and then a certain number of samples are extracted according to the predetermined sample size and the proportion of each category in the population. The steps are as follows: (1) Determine the criteria for classification; ② Determine the total number, the total number of each category and the total number of samples; (3) calculating the proportion of each category, and multiplying the total number of samples by the proportion to obtain the number to be extracted for each category; ④ Take a simple random sampling method to extract the quantity that should be taken from each category. 4. Cluster random sampling. Also called overall sampling, it is to divide the population into several groups, and then extract one or several groups as samples according to the principle of randomness. ......