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.
Classify educational research types according to research objects;
(1) Overall study, case study and sampling study
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:
Personality and typicality of the research object.
The depth and comprehensiveness of the research content.
Diversity and comprehensiveness of research methods.
Purpose and function
Superiority:
Limitations:
3. Sampling research
It is the researcher who extracts representative samples from the population according to certain rules and obtains the research on the overall understanding according to the research results of the samples.
Sampling according to certain rules, select some representative units from a certain crowd to form samples for research.
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 the whole research, sampling research has many advantages:
(1) Solve 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 for 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. In addition, when sampling, we should also pay attention to:
(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.
(3) General procedure of sampling
A complete sampling process generally includes the following three steps:
(1) Clearly define the population of the research object, that is, the designated 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.
(4) Common sampling methods
There are many sampling methods, and the specific sampling method 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 Number each individual in the group in sequence;
(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 classification standard;
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.
5. Multistage random sampling. Also known as multi-level sampling method, the population is divided into two or more levels, and samples are taken at each level in turn, and each level is randomly sampled.
6. Intentional sampling. Also called sampling by purpose, it means that researchers choose some research objects as samples according to certain purpose requirements. The following principles should be followed when sampling purposefully:
① The sample must have the largest amount of information;
(2) Do not pursue large sample size, and take providing information as the basic principle;
③ Pre-determine some sampling standards;
(4) The researcher makes clear the research purpose of the subjects, so as to guide clear sampling standards.
7. Double sampling. Take two samples for comparison.
Whether the standard and method of sampling and the size of sampling are appropriate is related to the progress of research work, especially the accuracy of research conclusions, which is an important issue that must be properly solved in the initial stage of research work.
(v) Determination of sample size
The sample size depends on many factors, including the following three aspects:
(1) The nature of the study population.
(2) The research objectives and methods, as well as the subjective and objective conditions such as the researcher's funds, experience, time and energy.
(3) Statistical analysis method of research results.
Thirdly, research variables are clearly defined.
Scientific research must explore the relationship between variables.
(A) the meaning of variables
Variables are relative to constants.
Constant means that all objects in the study have the same state or characteristics.
For example: Jiangxi Normal University
Variables refer to the variable factors involved in a study, which have different states or characteristics and different values.
Such as: teaching
(2) Types of variables
1, divided by form
(1) continuous variable. Any variable whose characteristics can be expressed by continuous values in essence is called a continuous variable.
(2) Category variables. Variables that cannot be represented by continuous values but need to be represented by categories are called category variables, that is, discontinuous variables.
2, according to the source division
(1) active variable. Any variable that can be actively arranged or manipulated by researchers is called an active variable.
(2) Attribute variables. Representing the various attributes of the research object, researchers can't actively manipulate them, but only know their characteristics through observation and measurement, which are called attribute variables.
3. According to the relationship between variables.
(1) independent variable. Also known as stimulus variables, that is, variables mastered and actively manipulated by researchers, which can change the research object, are the reasons that cause or produce changes, and are hypothetical cause variables manipulated by researchers.
(2) Dependent variable. Also known as reflection variable, it refers to related behaviors, factors or characteristics that change due to the change of independent variables.
(3) Independent variables. Also known as the control variable, it refers to the variable that affects the change of the dependent variable at the same time as the independent variable, but has nothing to do with the research purpose and needs to be controlled.
(4) Regulator variables. Also known as slow variables. It is a special variable and has the function of independent variable, also called "secondary independent variable".
The influence of a and b teaching methods on students learning effect;
A teaching method has a significant impact on the learning effect of high-intelligence students; B teaching method has obvious influence on the learning effect of mentally retarded students.
(5) Intermediate variables. Also known as intermediary variable, it is a variable between cause and effect, which is hidden but not obvious and plays a media role.
(C) Define the research variables
1, determine the main variable. The so-called principal variable refers to the variable directly related to the research purpose, which is manipulated or measured by the researcher in order to obtain the research results, and is usually expressed in the research topic.
(1) Select the independent variable.
(2) Make clear the dependent variable.
For example, the score of intelligence test reflects the level of intellectual development, and the score of science test shows academic achievement.
2. Determine the relevant variables. Related variables refer to variables that are not directly related to the research purpose, but will make the research results more rigorous and reliable if they are included in the research. There are usually two kinds:
(1) background variable.
(2) Adjust variables.
3. Determine the control variables. Control variables are variables that must be controlled in order to improve the reliability of research results in the process of research.
4. Determine the variable name. Be sure to make the variable name simple and easy to understand, worthy of the name.
(D) Define the research variables
Define variables as clearly and accurately as possible, and do not be vague. There are two main ways to define variables. Generally speaking, the abstract definition is given first, and then the operational definition is given.
1, abstract definition. Also known as concept definition, it is a general definition of the essential attributes of the research variable * * *.
For example, "intelligence" is defined as "sharpness of thinking" or "ability of abstract thinking"; Interest is defined as "people's special cognitive tendency towards objects and phenomena in the real world"; "Motivation" is defined as "the subjective reason to stimulate a person's action or inhibit a person's action" and so on.
2. Operation definition. It is to define the meaning of research variables according to the characteristics of observability, measurability and operability.
For example, "intelligence" is defined as "the score measured by Wexler Children's Intelligence Scale"; The definition of "cooperation" is "supporting the activities of others, and directly participating in them and becoming a member of them".
When defining variables in operation, we should pay attention to:
First of all, the important variables in the research topic should be defined in operation.
Secondly, according to the research purpose, content and the nature of variables, the operational definition is given.
Third, the design of operation definition should be specific and clear.
Fifth, the business definition must take into account exclusivity and universality.
Fourth, determine the research methods.
After defining the research variables, we should consider and determine the research methods in order to collect complete and reliable research data.
There are many ways to collect research data:
These two methods have their own advantages and disadvantages. People usually choose data collection methods according to the purpose and conditions of research, and pay attention to the independence and relevance of various methods.
V. Formation of the research project.
Forming a research plan is to carefully, scientifically and completely conceive, determine, plan and express the research process according to the determined research projects.
(A) the significance of the research project
The educational project research plan is the concrete idea of how to carry out the project research, which preliminarily summarizes the specific contents and steps of all aspects of the project research and is the working framework for starting the project research.
(B) the significance of the formation of research projects
1 is a necessary measure to ensure the smooth progress of the research.
2. Specifying the research topic is the central link.
3. It is an important guarantee for the quality of research results.
4, conducive to inspection and self-inspection.
5. It is beneficial to cooperative research.
(3) the contents of the research plan
1, project name.
(1) clearly state the research question.
(2) Reveal the research object.
(3) Standards and scientific terms.
2. Research background, present situation and significance.
(1) Explain the research background (ask questions).
(2) Explain the significance of the research.
(3) Research status at home and abroad (literature review). What research has been done at home and abroad; What results have been achieved; To what extent?
3. Elaborate the research objectives and contents.
(1) Define the research objectives.
(2) Elaborate the research content.
4. Choose research methods.
The part of "research methods" mainly reflects the research "what to do" and "how to do it" of a subject. Write as carefully as possible. If the survey method is adopted, it can be explained whether the survey method is questionnaire or interview. If a questionnaire is used, it is best to attach a designed questionnaire.
5, clear research procedures and steps. The duration of the study, the division of stages, the main work of each stage, and the requirements achieved.
6. Clear expression of results.
7. Allocation of research resources
(1) Members of the research group and their division of labor.
(2) The need of budget and equipment conditions.
8. Bibliography and related appendices.
(four) the design requirements of the research project
1. Ensure that the methods used in the study are reasonable, reliable and economical.
Reasonable, pointing to a certain hypothesis or research content, and the methods adopted can meet the functions and potential conditions required for testing, demonstrating and explaining the research content;
Reliability means that the methods used in the research are reliable and repeatable, and even if others do the same work, they can get basically the same results;
Economy refers to the overall consideration and careful calculation of capital, manpower, material resources and time. We should not only do what we can, but also strive to get the maximum benefit with less investment.
2. Ensure that the research is effective, objective and clear.
Effective, first of all, means that there is a real and definite relationship between the variables used in the study, which may be causal or related.
Objectivity means that the procedure and control of research must ensure that the influence between the research variables can change in a real relationship, not fictitious or arbitrary, and the collected data is accurate.
Clarity means that the design should make the relationship reflected in the research expressed in a more prominent and distinctive form, and the research results expressed in unmistakable, convincing and reliable data or materials.
First, be careful. Only by carefully consulting the information, thinking seriously and discussing and revising seriously can we work out the education and scientific research plan.
Second, be clear and specific. The educational research plan must be clear and specific, but there must be no cliches, nonsense and unnecessary modifiers.
Third, scientific. The formulation of research plan should meet the requirements of educational research methods and be carried out on the basis of mastering certain theoretical and factual materials. The formulation of the research plan should be practical and fully consider your own research ability and research conditions.