How to write a research study report? What is a good theme?

Chinese is an important part of inquiry learning, and how to carry out inquiry learning in Chinese is a new field to be explored. This paper discusses this problem.

First, the role of students: from passive to active

In recent years, people pay more and more attention to students' dominant position in teaching. However, students are still in a passive learning position through full-time teachers, special teaching materials and fixed places. Students' cognitive activities are mainly "mastery" rather than "discovery", and the bilateral teaching activities between teachers and students are limited to the mode of "teaching and receiving", which makes our teaching seriously despise activities such as practice and discovery. The core of Chinese inquiry learning is autonomy. The reason why Chinese research-based learning places special emphasis on self-awareness is that conceptual awareness is the basis of guiding people's practical behavior, and it is not enough to let students know what research awareness is. It is important for students to participate in research and practical activities in person, and gradually form a personal concept system that consciously guides research on the basis of internalization of experience. Students with strong research consciousness will have creative practical activities. Therefore, whether students independently carry out research-based learning is an important symbol to measure the effect of Chinese research-based learning. Designing Chinese inquiry learning should pay attention to students' independent research activities. The idea of designing inquiry learning is:

1. Start by grasping the language problem.

Einstein said, "It is often more important to ask a question than to solve it." In a sense, people's "curiosity" is the psychological root of "problem consciousness" and the fundamental driving force to promote human growth and progress. Problems are everywhere, all the time. Observing and thinking about real things is the basic way to find and ask questions, and collecting and possessing a lot of data is the basic way to find and ask questions. The extension of Chinese learning is equal to the extension of life, which just shows the research nature of Chinese. Xi has a vast world. For example, in the first sentence of Zhu Ziqing's Moonlight on the Lotus Pond, "My heart is quite uneasy these days", as a rule, the teacher can only say the reason of "anxiety", but ask one more question, "What caused him to be quite uneasy", and check more. Look at the materials, ask why, and study with the students. The answer is not that simple. There are political reasons, economic reasons, cultural reasons, family reasons, and maybe faith problems. This kind of research is not a general problem, but a small research topic. When problems are found, teachers should not solve them, but let students consult materials, design schemes, put forward countermeasures, form topics and write small papers.

Step 2 Strengthen self-awareness

In traditional teaching, teachers and parents often use the methods of supervision, inspection, reward and punishment to cultivate learning attitude, which makes students feel that they are forced to learn by external forces, so they cannot actively participate in the teaching process. Chinese inquiry learning is based on students' self-awareness and active exploration, and the intensity and intensity of students' cognitive activities are far greater than simply accepting knowledge. In such activities, students will gradually form a psychological tendency of active learning: learning. Specific requirements: ask for information before investigation, prepare by yourself, and design the scheme by yourself; Self-expression and self-development in activities; Self-summary and self-evaluation after the activity.

Create a situation

Cultivating people's creativity and innovative consciousness is the core of school education in the information age, and the key to cultivating creativity is the ability to process information. Therefore, Chinese inquiry learning aims to create a situation and approach similar to scientific research in the teaching process, so that students can learn to collect, analyze and judge a lot of information through active nitrogen exploration and experience, thus enhancing their thinking and creativity. Chinese inquiry learning pays more attention to the learning process than the result. Chinese inquiry learning also emphasizes methods, but pays less attention to the skills and methods of learning knowledge, and pays more attention to the ways and means of cultivating thinking ability, especially creative thinking ability. In this learning process, the key for learners is whether they can choose, judge, explain and use what they have learned, so as to discover and create something. In other words, the process of inquiry learning itself is the result it pursues. Creating situations should be a key consideration.

Second, the role of teachers: from teaching to guiding Chinese research-based learning, students are the main body of activities, how to reflect the leading role of teachers?

Emphasizing students' autonomy and subjectivity does not exclude the guiding role of teachers. In fact, all kinds of research activities organized by students themselves are inseparable from the guidance and support of teachers. The guiding role of teachers is to grasp the purpose of research activities, inspire students to think positively and help students sum up the success or failure of research. This guiding role runs through students' research activities. Teachers guide before activities, guide during activities and comment after activities. The form of guidance is not direct expression, but indirect suggestion. When students have difficulties and problems in a certain link, it is very important for teachers to give timely and appropriate guidance, which will improve the quality of students' research and help students to complete activities and tasks independently under the guidance of high-quality teachers. Chinese inquiry learning needs students' independent exploration activities, but in essence, this exploration activity is an activity under the "director" and guidance of teachers, which is a more artistic expression of teachers' leading role. Because inquiry learning is based on practical problems, it needs a lot of basic knowledge of Chinese, which requires teachers not only to have a deep understanding of Chinese knowledge and be familiar with various research methods, but also to have a deep understanding of the current frontier knowledge of Chinese, so that teachers can help students design appropriate problem situations and activity plans, and then guide students to carry out in-depth and solid research activities. It can be said that Chinese inquiry learning needs teachers to play the leading role of "attracting while guiding", rather than preaching and inculcating. How can teachers guide students to carry out research?

1. Guide students to choose a topic.

Perhaps the most difficult thing about China's research study is that students don't know how to choose a topic suitable for their own research. Teachers should guide them on key issues. When choosing a topic, we should pay attention to the following issues: First, the principle of actual needs. Research study doesn't have to solve any specific practical problems like experts. The key to our study is to obtain the method of studying the problem and cultivate the consciousness of studying the problem through the research and exploration of a certain problem. So there is a gap between the actual needs of senior high school students and experts. Senior high school project research focuses on choosing "topics" from students' interests, abilities and possibilities. The second is the principle of feasibility study. Not all the problems found are worth studying or have the strength to study, which requires in-depth analysis of the value of the problem and the possibility of research. Judging from the value of the topic itself, the main basis for measuring whether the topic has research value is whether students can possess detailed information about the topic, which is definitely not in line with students' own reality and their thinking ability. As a student, it is generally not suitable to choose a large-scale one that involves many factors. It is a complex subject with long cycle, which is suitable for choosing small subjects with small opening, short cycle and convenient data possession. For example, choosing "Research on the Reform and Development of Chinese Textbook Compilation" as a research study topic is beyond the actual level and ability of students.

2. Instruct students to design the scheme.

Once the subject is determined, it is necessary to design a specific research plan to ensure the orderly and effective promotion of research-based learning. A good design scheme should include the following contents: a. Proposing the subject. Including the reason why the subject is put forward, the definition of the subject connotation and the expected purpose of the study. B. Main methods used to carry out research. C. the arrangement of activities to carry out subject research, specific to what to do in each class. D. the conclusion form of the research results. The key to design scheme is to choose research methods and means. Methods always serve specific research purposes. Teachers should tell students that if the purpose of research is to form new scientific facts and the object is the form of activities, they should choose methods such as observation, investigation and experiment. If the research object is literary form, we should choose literature method and content analysis method; If the purpose of research is to form a new scientific theory, we should choose induction and deduction and other theoretical research methods. Judging from our Chinese research topics, most of them are literature research objects, and literature research and content analysis are the main research methods. 3. When the difficulty of students' research lies in the difficulty of students' activities, teachers should enlighten them in time. This kind of guidance is mainly in the way of thinking, not in the content and answers, and focuses on guiding doubts, difficulties and methods.

Third, learning space: from closed to open

Subject courses with class teaching system as the main form, from book to book, from book to homework, are obviously closed. Chinese inquiry learning is an open learning trend. Due to the change of inquiry learning form, students will inevitably break through the closed state of the original subject teaching, and students will certainly learn in a dynamic, open, active and diverse learning environment. This openness not only changes the place and content of learning, but also provides more ways and channels for students to acquire knowledge. Non-organized socialized Chinese activities will become an important part of research-based learning, such as environmental language, street slogans, advertisements, film and television communication, interpersonal language communication and so on. Students can go to the society to collect folk stories, go to the streets to collect typos on billboards, go to the library to look up information, express their academic views online and study the issues they like to discuss. In a word, the learning style of Chinese inquiry learning will change greatly.

Fourth, learning forms: from single to diverse, research-based learning forms are diverse and in-depth.