Who has the sample articles and materials of the investigation report?

How to write an investigation report

[ Example] With the theme of "carrying forward the virtue of diligence and thrift and establishing a correct consumption view", write an investigation report with a self-made topic based on the attitude and performance of students around you.

To write an investigation report, we should do the following:

1. The focus should be clear:

First, we should make an in-depth investigation and take possession of the materials. This is the basis and prerequisite for writing a good investigation report. To this end, you should personally understand the first-hand materials. It is necessary to understand the materials on the "surface" and the materials on the "point"; It is necessary to understand both positive and negative materials; It is necessary to understand both realistic materials and historical materials. In the above example, students should carefully review the detailed information collected at hand about "diligence is a virtue, an important factor for career success, and extravagance and waste lead to career failure".

Secondly, we should carefully analyze and find out the rules. This is the purpose of the investigation. On the basis of possessing a lot of materials, we should sum up the laws of things "from the rough to the fine, from the false to the true, from this to that, from the outside to the inside". In this case, in addition to specific examples or data, it is also necessary to summarize the information in categories, such as "blind comparison, extravagance and waste" and "diligence and thrift, reasonable consumption" to find out the regularity.

Third, we should take a correct stand and have a clear view. The investigation report should stand in an objective position, see the essence through the phenomenon, and make a correct judgment and evaluation of things. In the above example, the purpose of the survey is to help students establish the virtue of thrift, and solve bad habits and problems such as spending money indiscriminately, comparing with each other, and spending ahead of time in combination with students' real life.

finally, we should summarize the facts and discuss them. We should not just list the phenomena, but also analyze, discuss and expound our views appropriately. As the above example, on the basis of the facts and data, we should use the social principles we have learned to make a rational analysis, and the analysis should be comprehensive.

generally, an investigation report consists of a title and a text.

(1) title. Titles can be written in two ways. One is the standardized title format, that is, "the subject of the post" plus "the genre", and the basic formats are "investigation report on ×××××××××", "investigation report on ××××××××××" and so on. The other is the free-style title, which includes statements, questions and the combination of positive and negative questions. Statements such as "Investigation on the Employment Situation of Master Graduates of Northeast Normal University", questions such as "Why do college graduates choose jobs in coastal areas and Beijing-Tianjin areas", combined with positive and negative headings, state the main conclusions of the investigation report or put forward central questions, and the negative headings indicate the object, scope and problems of the investigation, which is actually similar to the standard format of "publishing topics" plus "languages", such as "The development of colleges and universities focuses on discipline construction-××××" As an official document, it is best to use a standardized title format or a freestyle title combining positive and negative topics.

(2) the text. The text is generally divided into three parts: preface, main body and ending.

1. preface. There are several ways to write it: the first way is to state the cause or purpose, time and place, object or scope, process and method, and personnel composition of the investigation itself, from which the central question or basic conclusion is drawn; The second is to state the historical background, general development process, actual situation, main achievements, outstanding problems and other basic information of the respondents, and then put forward the central questions or main viewpoints; The third is to get straight to the point and directly summarize the results of the investigation, such as affirming the practice, pointing out the problems, prompting the influence, and explaining the central content. The preface plays the role of making the finishing point, and it should be concise and general, and cut to the point.

2. subject. This is the most important part of the investigation report, which details the basic situation, practice and experience of the investigation and study, as well as various specific understandings, viewpoints and basic conclusions drawn from the analysis of the materials obtained from the investigation and study.

3. ending. There are also many ways to write the ending, and you can put forward methods and countermeasures to solve the problem or suggestions for improving the work in the next step; Or summarize the main points of the full text to further deepen the theme; Or ask questions to arouse people's further thinking; Or look to the future and send out encouragement and call.

Fan Wen:

Investigation report on the learning psychology of junior middle school students in rural areas

Qin Zhangcheng, the second junior middle school student in Yuxiankou Town, Changyang County, Hubei Province

From March to May, 1999, we investigated the learning psychology of two junior middle school students in Yuxiankou Town. Through investigation and study, we have a preliminary understanding of the learning psychology of rural junior high school students, which provides an objective basis for accurately grasping the current learning psychological trends of rural junior high school students, deepening teaching reform, strengthening the pertinence of education and teaching, improving the effectiveness of education and teaching, and exploring new ways to implement quality education.

1. Specific objectives and methods of investigation (1) Specific objectives

1. Current learning psychology of rural junior high school students

2. Characteristics of learning psychology of rural junior high school students

3. Causes and countermeasures of learning psychology of rural junior high school students

(2) Investigation methods

1. Questionnaire survey

Student questionnaire. The questionnaire survey was conducted in the first and second junior middle schools in Yuxiakou Town, and 121 questionnaires were sent out, and 14 valid questionnaires were recovered, which was close to the ideal and efficient sample number.

2. symposiums and case studies

The whole survey * * * held two teachers' symposiums and four students' symposiums. These symposiums not only provide us with a lot of vivid typical materials, but also provide a basis for rational analysis.

second, the analysis of survey results

The analysis of students' questionnaires and the results of many discussions between teachers and students show that the learning psychology of rural junior high school students has obvious characteristics of the times. (a) analysis of the learning psychology of rural junior high school students

1. Educational values

The survey shows that most rural junior high school students have clear educational values. 74% students think that the role of learning is to improve their own quality, 1% students think that the role of learning is to test secondary schools and universities, and 16% junior high school students do not consider it.

The survey also shows that the educational values of rural junior high school students have significant economic and social characteristics. They believe that the economic income of rural youth is directly proportional to their education level, and 65% of them think that high school? Technical secondary school graduates earn more money, 25% students think junior high school graduates earn more money, 8% students think primary school graduates earn more money, and only 2% students think illiterate people can get higher income.

2. Learning attitude

The survey results show that 67% of students are enthusiastic about learning, 24% are moderately enthusiastic about learning, and 9% are afraid of learning. This is consistent with the weakening of their consciousness of "taking secondary schools or universities". It is worth noting that the number of students who are afraid of learning accounts for a considerable share. Moreover, we also found in the survey that 9% of students have their own "most annoying courses". The fundamental reasons why students are afraid of learning or hate some courses are: first, they are closely related to teachers' teaching methods; Second, it is closely related to the practical value of the course. The survey results show that 86% of the students are enthusiastic about Chinese, mathematics, physics, chemistry and labor technology, which are closely related to real life and practical, but are not interested in history, geography, biology and English, which are highly academic. Among the courses that students hate, English is one of the core courses in junior high school, and 57% students think that "English is almost useless for our future life".

3. Learning needs

At present, "specialty" is a hot topic of concern to both teachers and students, and many educators even regard "specialty" as a synonym for "quality education"? The controversy about this understanding is beyond the scope of this article. In the survey, we found that most students have a correct understanding of "specialty", among which 92% students have their own interesting goals, and 52% students hope to get guidance from teachers. At the same time, 78% students hope to learn more practical knowledge of agricultural science and technology in labor and activity classes, so that it can help them in their future work.

In sorting out the survey results, we got a set of data that shocked the teachers. 52% of the students think that "school teachers can meet their own learning needs" and 48% think that "school teachers have limited ability and hope to get guidance from famous teachers". For this result, we may doubt the effectiveness of information or emphasize its regional characteristics, but it needs to be pointed out that "teacher's behavior lag" has been recognized by more and more students, and it is affecting their learning more and more seriously.

4. Learning Purpose

The survey results show that 55% of students choose to study in senior high school or technical secondary school, 18% choose employment, and 27% have not considered their plans after graduation from junior high school. 37% have the desire to go to college.

The attitude of junior middle school students towards "farming" is one of the important targets of our investigation. The survey results show that most rural junior high school students are unwilling to farm, and their proportion changes with grades, and their mentality presents a special fluctuation, which is characterized by 69% in grade one, 58% in grade two and 72% in grade three. (II) Characteristics of learning psychology of junior high school students in rural areas < P > The survey shows that the learning psychology of junior high school students in rural areas is obviously different from that of junior high school students in rural areas in the past.

1. the educational value tends to be diversified, pragmatic and utilitarian

jump out of the "agricultural gate" and go to the city. Most of them have realized that the important value of education lies in helping them improve their comprehensive quality, enabling them to master the basic cultural and scientific knowledge needed for survival and life, so as to enhance their competitiveness in the future society. On this basis, some students with good family economic conditions and excellent grades are committed to pursuing university education.

Two other characteristics of junior high school students' educational values are pragmatism and utilitarianism. Junior high school students are increasingly pursuing the economic value of future education output. Many of them measure the value of the courses they study from the economic point of view, and then decide their efforts in different courses. They demand that the course teaching should be more connected with life and production practice, and more practical technologies should be infiltrated.

We know that the cognitive, analytical and judgmental abilities of junior high school students are immature and unstable due to the constraints of age and knowledge. In fact, quite a few junior high school students' educational values are confused. The reasons are as follows: First, more and more secondary school students and college students find it difficult to find jobs, which makes them lose confidence in taking the secondary school or university exam; Second, the academic junior high school culture curriculum is difficult to meet the students' demand for vocational skills, and it is difficult for them to generate internal stimulation and interest-driven learning. These reasons make more and more students tired of learning. What's more, in the process of teachers' discussion and parents' interviews, we found that some parents and teachers have lost confidence in education because of their disappointment with students' future, and the weariness of learning breeds and spreads in both the educated and educators. We call this phenomenon the century confusion of rural education. Undeniably, this phenomenon reflects a negative educational value.

2. Vertical multi-level and horizontal multi-objective of learning needs

In the survey, we found that rural junior high school students' learning needs are characterized by vertical multi-level and horizontal multi-objective because of their differences in personal learning foundation, educational values and expectations for the future. The vertical multi-level of learning needs means that students have different requirements for the depth of knowledge they have learned. Students who are ready for employment after graduating from junior high school only need to master basic knowledge; Students who are preparing to take the technical secondary school exam require moderate teaching difficulty and moderate academic performance; Students who pursue university education are required to master what they have learned to the maximum extent and achieve excellent academic performance. The horizontal multi-objective of learning needs means that students have broad requirements for the breadth of knowledge they have learned. They require not only to learn the academic curriculum knowledge well, but also to fully cultivate their own specialties, and also to master more practical technologies.

3. The learning purpose is clear, but it is subjective and uncoordinated.

The questionnaire survey of students shows that 73% of students have a clear learning purpose. However, through the comparative analysis of questionnaires and the investigation of students themselves, we find that students' learning objectives are seriously subjective and uncoordinated. The subjectivity of students' learning purpose is highlighted in the following aspects: they have realized the difficulty of entering urban employment or working in rural non-agricultural industries in the future, but 67% of students said they are not prepared to farm in rural areas. Obviously, it is extremely unrealistic for such a large group to have this idea. In addition, 4% of students hope to succeed in their careers in the future, but 48% of them are not ready to receive higher education, or even go to senior secondary schools, thus ignoring the basic role of scientific and cultural knowledge in the development of their careers. The disharmony of students' learning purpose is mainly manifested in the disharmony between thought and action. The survey results show that 33% of the students will be prepared to work in rural areas, but these students are not serious in labor technology classes and rarely contact with agricultural science and technology materials. At the same time, quite a few of the 37% students who are going to enter the university have not shown corresponding enthusiasm in their studies, but have shown a passive waiting attitude.

III. Reflections on the survey results

(I) Analysis of the causes of the current learning psychological status of rural junior high school students

The current learning psychological status of rural junior high school students is positive, and they are growing up healthily, but there are also negative aspects that cannot be ignored.

1. The influence of the development of market economy

From a macro perspective, rural junior high school students deeply felt the rapid pace of national economic development and rejoiced in brilliant economic achievements. The survey results show that 98% of the students are full of beautiful yearning for the future, and 82% of them have a deep understanding of the essential attribute of market economy "competition". From the microscopic point of view, the gradual deepening of market economy in rural areas has made the agricultural production structure and mode constantly change, and the vigorous peasant working team has made a qualitative change in the lives of rural people. Rural junior high school students are extremely excited about these changes, because they enjoy the economic and cultural benefits contained in them, which makes them unwilling to live in the countryside and naively want to finish their studies early and go out to work.

2. the influence of national higher education reform

with the reform of higher education, more and more people will get the opportunity to go to college, so that some students are full of confidence in getting into college. However, the reform of China's higher education enrollment and distribution system has a great negative impact on students. The survey results show that 26% students think that their families can't afford the high cost of going to college in the future and give up their desire to go to college; 52% students think that the university does not include distribution and feel that the future is bleak, thus they are aimless in their studies. What needs to be pointed out in particular is that due to the influence of the reform of enrollment and distribution system in higher education, some students with both morality and talent feel confused and disappointed, and gradually fade their interest in learning and lose their enthusiasm for learning.

3. the influence of the overall implementation of quality education in rural education

quality education is an education that highlights the ability to survive and live. Its positive role for students is to make them realize the importance of having real talents and skills, thus requiring classroom teaching to be more connected with life practice and production.