We have just finished writing: The structure of a research report generally includes the following parts
(1) Introduction
The introduction requires a concise explanation of the following aspects: :
The reason why this research topic is proposed; the significance of studying this topic; the current research results, status quo, problems and development trends in this area at home and abroad; the problems to be solved by this research.
In view of the content to be covered in this part, some people also directly use "Purpose and Significance" and "Problem Raising" as the title of this part.
(2) Research objects and research methods
The introduction of the research objects mainly allows readers to understand what problems the topic is to solve and why this problem should be studied.
The introduction of research methods mainly includes: the organizational form of research design; sampling and selection of research objects; implementation and control of research factors; methods and means of collecting and processing research data; special equipment used in research , tools, etc.
(3) Research results and analysis
Research results are very important. Those that can be quantified are best explained with numbers. Those that cannot be quantified should be explained with some cases and do not make some abstractions. The description feels empty. Data may be in tabular form. Comparative experiments also require pre- and post-tests and statistical tests on the data.
The results obtained can be analyzed and summarized to a theoretical level.
(4) Questions and Discussion
The problems and reasons that have not been completed in the research and experiments can be explained in this section. Whether the results of the experiments have promotion value should also be explained. . This part is also often titled "Analysis and Suggestions", "Recommendations", etc.
In the analysis and discussion, you can quote some theories and statements, you can put forward some suggestions and measures to improve education or teaching, you can put forward some personal ideas and thinking, and you can also put forward the discoveries made as a result of the research. and generate new questions and new ideas for further research. In addition, this part often carries out necessary reflection, analysis and discussion on the method design of the research, and what changes may be brought to the research results if the research method is changed.
(5) Conclusion
The conclusion must point out which problems have been solved and what problems remain to be studied. Some research reports do not need to write a conclusion, but should make a simple summary or discuss the research results; some may include a number of suggestions; some reports do not specifically write a concluding paragraph, but disperse the arguments. to various parts of the article.
(6) Others
1. Appendix
The appendix mainly includes the following three items.
(1) Citation notes
Citation notes are divided into end-of-page notes (footnotes), end-of-text notes (paragraph notes or post-article notes), in-text notes (inline notes) and There are four notes at the back of the book.
(2) References
Usually with "Main References" or "Main References" as subtitles, a table of contents is listed below.
The way to write the table of contents of the literature is to use [1] to mark an Arabic numeral, and then list the author's name, the name of the document, the publishing unit, and the publication time.
For example:
1 Zengjun. Moral Education in Contemporary Western Schools. Guangzhou: Guangdong Publishing House, 1993
2 [Germany] Kurt Le Written by Wen and translated by Zhu Peiliang. Principles of Topological Psychology. Hangzhou: Zhejiang Education Press, 1997
(3) Original data
"Original data" refers to the data collected during the research Important original data, such as the results of certain measurements and qualitative observation materials of relevant research, questionnaires, etc.; should also be introduced concisely, accurately and clearly in the appendix.
2. Summary
Examples of research reports
We should prudently extend the number of years of compulsory education
——Tianjin universalizes 12-year compulsory education Demonstration report
(outline)
1. Problem raised
In 1994, our city took the lead in realizing universal nine-year compulsory education in the country. In 1999, Our city takes the lead in the country in basically universalizing high school education.
In the first ten years of the new century, should Tianjin “uniform high-standard high school education” or “implement 12-year compulsory education”?
2. The difference between compulsory education and universal education
1. Different sources of funding
2. Differences in legal basis
3. Differences in obligations
4. Differences in employment
3. Analysis of the implementation of compulsory education in various countries around the world
Table 1 List of years of compulsory education in various countries around the world ( (omitted)
There are only 13 countries or regions that implement 12-year compulsory education in the world. The combined population of these 13 countries is less than 100 million people, which is equivalent to the size of Henan Province.
The data provided above can illustrate the following issues:
First, the number of years of compulsory education in economically developed countries or regions is generally relatively long, and the development of education is inseparable from economic development. Relying on
Second, most economically developed countries or regions have popularized high school education, but do not necessarily implement 12-year compulsory education
Third, compulsory education requires a strong Material security, so countries are cautious about extending compulsory education
The implementation of compulsory education is not only a matter of enrollment years, but also the quality of education, which to a certain extent depends on the level of resource investment. The important factor why some developed countries are cautious about extending the years of compulsory education is the possibility of the government providing strong material guarantees.
From the above analysis, we know that only 13 countries in the world have implemented 12 years of compulsory education. The failure of some economically developed countries to implement 12-year compulsory education may be due to two considerations: First, they are cautious about extending the number of years of compulsory education, because this requires a significant increase in investment in education. Second, they may believe that universal high school education and higher education may not necessarily take the form of compulsory education.
Some developed countries or regions have now universalized high school education, and some have even universalized higher education, but they have not implemented 12 years of compulsory education. Judging from their investment in primary and secondary education, it is not that they do not meet the conditions for 12 years of compulsory education, but that they have not done so. They may have considered the need for the educated to bear part of the education costs.
From the analysis of the implementation of compulsory education in various countries around the world, I believe that Tianjin should carefully extend the number of years of compulsory education. This is a conclusion drawn from an analysis of situations in various countries around the world. But our domestic city of Beijing has proposed “strive to implement 12 years of compulsory education in phases and batches throughout the city by 2010.” Can’t we in Tianjin? But I also noticed that Shanghai, which is also a municipality directly under the Central Government, has not proposed the implementation of 12 years of compulsory education. Shanghai has proposed that "high-quality, multi-mode, and optional high school education should be popularized in the first 10 years of the new century." So we It is necessary to compare education in Tianjin with education in Beijing and Shanghai in order to accurately position the development of education in Tianjin.
IV. Comparison of the education situation between Tianjin, Beijing and Shanghai
1. The income level, consumption level and education level of Tianjin citizens are lower than those in Beijing and Shanghai
2. Tianjin’s investment in education is lower than that of Beijing and Shanghai
3. The investment in Tianjin’s nine-year compulsory education is lower than that in Beijing and Shanghai
4. The city’s investment in high school education is also far lower than that in Beijing and Shanghai
5. Conclusion
p>We have analyzed the implementation of compulsory education in various countries around the world and compared the education situation in Tianjin with Beijing and Shanghai. We believe that Tianjin should prudently extend the number of years of compulsory education. Although Beijing has proposed striving to implement 12-year compulsory education in batches in 2010, Tianjin's economic income and investment in education are far behind Beijing's. Although Shanghai has not proposed implementing 12-year compulsory education, However, the gap between Tianjin and Shanghai is relatively large, so this article believes that the goal of “high-standard universal high school education, with an enrollment rate of more than 95%” proposed by the Municipal Party Committee and Municipal Government at the 2001 Basic Education Work Conference is more relevant. Practical.
For example: Research project:
1. The relationship between students’ interest in learning a certain subject and their listening efficiency.
For any course offered by the school, each student’s listening efficiency is different.
When students have different interests in listening to lectures, their listening efficiency is often different. So, what impact does students' interest have on the efficiency of listening to lectures? The survey data is as follows:
Learning interest\Learning efficiency is above 90%, 70-90%, 50-70%, below 50%
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