How to write an education and scientific research proposal report?

A sample proposal report is provided for reference only. I hope it will be helpful to you in writing your proposal report.

Research ideas, research methods, technical routes and implementation steps

1. What to study? ——How to determine the research topic

All scientific research begins with a question—the question is the subject; teaching is research (it is important to master the methods, otherwise it is not research); progress and results are growth.

Education and scientific research topics mainly come from two major aspects:

A. Sources of practice - objectively existing or potential practical problems in education, problems existing in the practice of education and teaching itself.

Conflicts between education and teaching and its external aspects (teachers and parents, teachers and schools, schools and society, education and social development).

B． Theoretical sources - problems revealed by existing educational theories as well as gaps and contradictions in the theoretical system (such as the process of producing the article "Cold Thoughts on "Integration of Information Technology and Curriculum"")

2. How to demonstrate the research topic?

Now that we have selected a topic, we must have a comprehensive understanding of all the circumstances of this topic. Understand the current research status of this topic abroad and domestically, including the research results and existing problems, understand the theoretical system to which this topic belongs, etc. A comprehensive understanding of the topic can help us avoid detours in the research process and establish the main direction of research. This is what we often say: "Know yourself and the enemy, and you will win every battle."

How to demonstrate a topic? To demonstrate a topic is mainly to clarify the following issues:

A. What is the nature and type of the problem 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 current research results on the problem to be studied? What is the direction of the research?

D. Analysis of the conditions that should be met for the problem to be studied.

E. What are the strategies and steps for the research?

F. What are the results of the project research and their manifestations?

The basic methods of educational research are:

⑴ Observation method ⑵ Survey method ⑶ Test method ⑷ Action research method ⑸ Documentation method ⑹ Experience summary method ⑺ Case study method ⑻ Case study method

⑼ Experimental method (in the process of researching a topic, more than two methods are often used according to different research purposes and requirements)

3.1 Observation method: In order to understand the truth , thereby discovering the essence and laws of a certain phenomenon.

Steps of the observation method: The implementation of the observation method is divided into the following three steps. One of the steps is the design of the observation study. This step can be divided into the following aspects:

Make a rough survey and exploratory observations.

The purpose of this step is not to collect materials, but to grasp the basic situation so that the entire observation process can be correctly planned. For example, if you want to observe a teacher's teaching work, you should go to the school in advance to have a general understanding of the teacher's work situation, the situation of the students, the relevant environment and conditions, etc. This can be done by talking to teachers and school leaders, reviewing some relevant materials, such as lesson plans, teaching diaries, student homework, etc., and listening to lectures.

Determine the purpose and center of the observation.

Based on the characteristics of the research tasks and research objects, consider what problems are needed, what materials and conditions are needed, and then make clear regulations. If this provision is not clear, observations will not be focused and the results will not be profound. Observation cannot have several centers, and the scope cannot be too wide. All observations must be conducted around one center. If several centers must be observed, observe in groups and work together.

Determine the objects of observation

The first is to determine the overall scope of the objects to be observed;

The second is to determine the individual objects to be observed;

The third is to determine the specific items to be observed.

For example, if we want to study the situation of secondary school teachers or college graduates who are newly assigned to teach in primary schools in business and cultural studies in their spare time, then the population to be observed is teachers who have worked for one or two years. new teachers. Within this overall scope, determine which primary schools and which teachers in which teaching and research groups will be specifically observed. After the specific observation list is determined, the time, occasion, and specific observation items to be observed are determined.

Develop an observation plan

In addition to clearly defining the purpose, center, and scope of the observation, as well as what questions to understand and what materials to collect, the observation plan should also arrange the observation process: the number of observations , density, duration of each observation, how to ensure the normality of the observation phenomenon, etc.

Planning and preparing observation methods

Observation methods generally include two types:

One is the method of obtaining observation data; the other is the method of preserving observation data. .

The main means of obtaining observation data are human sensory organs, but sometimes some specially designed instruments are needed to assist observation, such as observation screens, computer terminal devices, and more advanced ones such as motion reactors, etc. These instruments mainly serve two purposes: ensuring the objectivity of observation and improving the accuracy of observation.

Among the means of preserving data, the human brain is a natural organ. However, this preservation method that is connected to the subject of observation lacks accuracy and durability, and it cannot achieve the objectification of data. Therefore, people first use text, graphics and other symbolic means, and then use photography, audio recording, video and other technical means to accurately and comprehensively record the things, objects, and situations that occur momentarily during observation in a permanent way for research. Used to repeatedly observe and analyze data.

No matter which method is used, it should be prepared before the observation begins, and the functions of the instruments used in the observation must also be checked in advance to ensure that there are no obstacles during use. For observers, they must master the basic methods of using instruments and know what to do during observation. If you want to capture a class in detail and comprehensively, one camera is not enough. The observer should prepare several cameras and make a division of labor in advance. Even if you are making observation records, you still need to plan them in advance. Print the items that must be recorded in a certain format on the recording paper, and you can also agree on some recording symbols to minimize the time of writing when recording on-site.

We take the classroom behavior records of middle school students as an example, see Table 5-1. In the table below, the researcher lists the behaviors that he thinks may occur among students in the classroom based on the research needs. But it is estimated that the list will not be complete, so some spaces are left for observers to use when needed. If the researcher wants to ask others to help with the observation, he must explain to the observers in advance the specific meaning of each item, how to handle unexpected situations, and require them to be familiar with the location of each item. For the sake of safety, you can also conduct several observation exercises before the formal observation to help the observers become familiar with the contents of the form; if any flaws in the form are found, adjustments can be made before the formal observation.

Specify uniformity standards

In order to increase the objectivity of observation, to facilitate the measurement and evaluation of various phenomena, to easily express the observed phenomenon quantitatively, and to make the observation results verifiable , comparison, statistics and synthesis, you must consider in advance the various factors that may be involved in your observations, and set unified standards for each factor. Each observation or different observers observing the same phenomenon must insist on using a unified standard to measure it. This is mainly because different research projects often involve standards of different natures. For example: some involve unit issues, such as how to measure the knowledge quality of students' performance; some involve definitional issues, such as what constitutes a violation of discipline; some involve calculation method issues, such as how to register and express conflicts between students frequency, etc. For similar issues, unified regulations should be made in advance.

Propose an observation outline paragraph by paragraph

Based on the observation plan, a specific outline should be put forward for each observation or each paragraph (several observations of the same nature and content constitute one paragraph), In order to make the observer very clear about the purpose, task and material to be obtained for each observation.

The observation outline can include the specific problems to be solved during this observation and should be proposed after careful consideration based on the previous observation. Tables can also be used to facilitate classification statistics.

Observe the actual process, analyze and study it, and draw some conclusion. Maybe it can form a research topic.

Investigation method:

It is also used to understand the facts, analyze the facts, draw conclusions, and confirm certain problems in order to improve the work (including improving research methods) or form new ones. research topic.

Including questionnaire survey, interview survey, etc. Understand the facts, analyze the situation, study carefully, draw conclusions, and find solutions or further research options.

An example of the operation process of the survey method:

The main steps of the sampling survey

In the actual sampling operation, the entire process can be roughly divided into the following steps:

1. Determine the purpose of the investigation (identify the problem and form a hypothesis; verify the hypothesis through investigation, clarify the problem and draw a conclusion).

2. Determine the sampling population. The population from which the sample is to be sampled should be consistent with the population from which the information is to be obtained (the target population). The conclusion drawn from the sample is applicable to the sampled population. The degree of applicability of the conclusion beyond this range depends on the degree of difference between the sampled population and the target population.

3. Determine the data to be collected. Generally, only data relevant to the purpose of the survey is collected. A questionnaire that is too long will reduce the quality of the answers.

4. Choose a sampling method. At this time, which unit in the population serves as an individual can basically be determined.

5. Prepare a sampling frame. Such as school directory, student roster, etc.

6. Determine the required accuracy. Because the sample survey is to infer the population from the sample, there will be some uncertainty. Generally, requirements are made on the probability level for relative error or absolute error.

7. Estimate sample size and estimate costs.

8. Conduct a sampling test, try filling out the questionnaire in a small area, and make necessary improvements.

9. Organization of field investigation work. Conduct surveys according to sampling plan. The quality of the returned questionnaires will be checked in a timely manner. There should be a solution for non-answered forms.

10. Conduct data analysis based on the sampling method used.

11. Other analysis methods can be used on the same data for comparison.

12. Write an investigation report. Retain information about the population that may guide future sampling.

For educational phenomena, it is sometimes difficult to conduct probability sampling in a strict sense. You can consider using the following sampling method: select a number of representative large units (groups) from the population, and conduct probability sampling within the group. ;Select individuals from a small population that are close to the researcher's impression of the population mean; the sample is limited to easily accessible parts of the population; the sample is randomly selected; the sample consists of people who voluntarily are surveyed; etc. However, appropriate data analysis methods must be selected for the samples obtained in this way, conclusions must be cautious, and other information should be fully utilized for verification and confirmation. In the study of educational phenomena, the organic combination of the researcher's wisdom, experience and sampling techniques is the key to obtaining good samples.

Test method:

It is intended to describe the status of certain behaviors, or to infer the status of certain behaviors (including: abilities and achievements, personality, interests, motivations, attitudes, concepts and Psychological needs, etc.); thereby considering reconstruction strategies or plans, or further forming new research topics.

In education and psychology, measurement is used as an important method in quantitative research. The main functions are assessment, diagnosis and prediction. (For example, the "Students' Self-Study Ability Test (Experiment)" conducted by Teacher XXX is to understand to what extent the self-learning ability of middle and senior primary school students can be achieved).

The so-called measurement is the process of expressing the attributes or characteristics of a certain object or phenomenon with numbers or symbols according to certain rules. Testing is a main content and form of educational and psychological measurement.

The objectivity of a test is an indicator of how well the systematization process of the test is done.

The control of the test should have the same meaning for the same subject at different times, or for different subjects at the same time. To maintain the objectivity of stimulation, certain procedures must be followed to control it. (For example, Teacher Zhou Wenqin invited me to speak at their parent-teacher meeting before taking this test. The purpose was to eliminate and avoid the influence of human factors, eliminate the randomness and unreality of the test, and achieve the sameness of the evaluation standards) .

The objectivity of inference means that the inferences made by different people about the same result should be consistent, and the same person's interpretation of the same result at different times should be the same.

3.4 Action research method:

The action research method is an exploratory research method adapted to small-scale educational reform. Its purpose is not to establish theories or summarize rules, but to Aiming at the problems in educational activities and educational practice, we constantly explore and improve the work in action research to solve practical educational problems. Action research combines reform actions with research work and is closely linked to specific reform actions in educational practice. (The characteristic is that it is executed, evaluated and modified at the same time).

The basic model is: plan-action-inspection-reflection (i.e. summary evaluation). It is more suitable for individual teachers.

Another model: pre-diagnosis - collecting information and preliminary research - formulating an overall plan - formulating specific plans - action - summary evaluation

From the above action research method Three obvious characteristics can be found in several steps:

First, it is dynamic. All ideas, plans, and plans are in an open dynamic system and can be modified;

The second is strong jointness and participation. All team members, including researchers, teachers, and administrative staff, participate in the entire process of implementing the action research method.

Third, throughout the entire research process, diagnostic evaluation, formative evaluation, and summative evaluation run through the action research method workflow.

Let’s talk about the operation method in detail:

(1) Pre-diagnosis: The task at this stage is to find the problem. Reflect on problems in teaching or school work to identify problems, diagnose them based on the actual situation, and come up with initial ideas for action changes. Among all steps, pre-diagnosis plays a very important role.

(2) Preliminary research on collecting data: At this stage, a research team composed of teaching researchers, teachers and educational administrators will be established to conduct preliminary discussions and research on the problem, search for relevant theories and literature to solve the problem, and fully Possess the information, discuss it together with the personnel participating in the research, and listen to the opinions of all parties in order to make a diagnostic evaluation for the formulation of the overall plan.

(3) Formulate an overall plan: This is a systematic plan originally conceived. Action research method is a dynamic and open system, so the overall plan can be revised and changed.

(4) Formulate specific plans: This is a specific measure to realize the overall plan. It is based on the need to solve practical problems. With it, it will lead to the emergence of intervention actions aimed at changing the status quo.

(5) Action: It is the key to the success or failure of the entire research work. This stage is characterized by execution, evaluation, and modification. When implementing the planned actions, pay attention to collecting feedback information for each step. If feasible, you can move to the next plan and action. On the contrary, the overall plan and even the basic idea may need to be adjusted or modified. The purpose of the action here is not to test an idea or plan, but to solve practical problems. In action research, the collection and organization of process data are also very important.

(6) Summary and evaluation: First, we must examine the research process. The contents of the investigation include: First, the background factors of the action and the factors that affect the action. The second is the action process, including who participated in the implementation of the plan and how, what materials were used, what activities were arranged, whether there were any unexpected changes, and how to eliminate interference. The third is the results of actions, including expected and unexpected, positive and negative. Pay attention to collecting three aspects of data. Background data is the basic material for analyzing the effectiveness of the plan's assumptions. Process data is the basis for judging whether the action effect is, brought about by the plan and how it is brought about. Result data is the analysis of what the plan brings. direct basis for such effects.

The inspection should flexibly use various observation techniques as well as data and material collection and analysis techniques, and make full use of modern means such as video and audio recording.

The summary evaluation is actually a "reflection" on the action research process and its results. Reflection is the end of the first cycle of action research and the transition to another cycle. This step includes: organizing descriptions, evaluating explanations, and writing research reports. This is a summary and evaluation of the entire research work. At this stage, in addition to scientifically processing the data and information obtained in the research and obtaining the conclusions required for the research, it is also necessary to explain and evaluate the practical problems that generated this topic.

Experience summary method:

This is a method commonly used by teachers. The method of summarizing educational experience is an educational science that analyzes and summarizes educational phenomena based on the facts provided by educational practice, explores existing empirical materials, and raises them to the level of educational theory in order to better guide new educational practices. Research methods. The key is to be able to see the essence through phenomena and find out the laws in actual experience; thereby improving one's teaching better and more rationally. The following basic requirements must be followed when summarizing educational experience:

First, we must pay attention to the advanced nature of experience (concepts must be updated)

Second, we must comprehensively examine the objects of the summary and fully occupy the original Factual materials; and be sure to have "points" and "faces", and combine "points" and "faces" to prevent one-sidedness from generalizations.

3. It must be based on educational practice activities and cannot be taken for granted, as it is worthless.

4. Be good at theoretical analysis

Documentation method:

Classify and read relevant documents (including text, graphics, symbols, audio, video, etc. with a certain history value, theoretical value and data value), draw general conclusions or discover problems, and look for new ideas.

Documents are classified according to the nature of their content, including zero-time documents, primary documents, secondary documents and tertiary documents. Zero-time literature is the most original information that has not been published and consciously processed. Primary documents refer to documents such as monographs, papers, investigation reports, etc. that directly record events, research results, new knowledge, and new technologies. Secondary documents refer to the processing and sorting of primary documents, including describing the characteristics of the documents, excerpting the key points of their contents, and organizing them into systematic and easy-to-find documents according to a certain method. Tertiary literature refers to reference books and the comprehensive research results of many primary documents on the basis of secondary literature.

(This is a lecture on proposal writing at Tsinghua University. Please like it if it is useful after reading it. It is not easy to collect and organize by hand. Thank you!)