Which learning content is suitable for the application of research based methods

1. Interview survey.

Individual interviews and investigation meetings should be conducted in the form of questions and answers, and discussions, and it is necessary to have equal dialogues with the respondents, adopt an attitude of seeking advice with an open mind, and speak in parallel.

Ask for notes. After a comprehensive survey and a sample survey, a representative individual is selected and a more in-depth and specific survey is conducted, which is a typical survey. The aim is to enhance the accuracy of the information obtained.

and the credibility of the information obtained to ensure the reliability of the findings.

2. Questionnaire survey.

In research research, the form of questionnaire is the most commonly used method of collecting data. It's easy to use, time-saving, and the materials collected are relatively easy to organize and count. Sometimes anonymous questionnaires can be used to obtain some valuable information that is not readily available in a visit or seminar.

Of course, sometimes the questionnaire sent out cannot be fully collected, which will affect the representativeness of the materials given. To avoid this from happening, we need to pay attention to the design of the questionnaire.

3. Investigation.

Questionnaire. It is used in research to register the survey respondents, and lists a series of survey items**.

Questionnaires are a method of obtaining data, and they must be designed with clear content and arranged in a certain order or logic. The general table is attached at the end"Instructions for filling out the form"In order to explain the purpose of the survey and the requirements for completing the form.

Its functions: 1. Research-based learning.

It is a kind of practical education and teaching activity.

Different from the existing subject teaching, research-based learning is no longer limited to the pure teaching of book knowledge to students, but allows students to participate in practical activities, learn to learn and acquire various abilities in practice.

Of course, the meaning of "practice" here not only refers to social investigation and data collection, but also includes a series of processes such as selecting topics, formulating research plans, consulting experts and scholars from universities and scientific research institutions, and writing research reports.

2. Research-based learning emphasizes the connection and application of knowledge.

Research study and previous interest groups, Olympiads.

Training is different, it is not only the comprehensive application of a certain subject knowledge, but also the integration of various disciplines, such as "water-saving sanitary ware design" requires at least two disciplines of mathematics and physics.

Through research-based learning, students not only know how to apply what they have learned, but also naturally establish certain connections between what they have already learned, and they also take the initiative to learn new knowledge in order to solve problems.

3. Research-based learning can fully mobilize students' interest and enthusiasm in learning.

The word "research" is challenging in itself, and the topics that students choose are often the ones they are most interested in, so that they can fully motivate themselves to learn. Of course, high school belongs to the basic education stage, and there is a fundamental difference in connotation and requirements between the research study in high school and the "research" in universities and scientific research institutions.

It's still a kind of learning, nothing more than "like a scientist". It is "research" in form, but in essence it is learning, a kind of comprehensive learning.

Animation Illustrates What is Research-Based Learning?

<> research-based learning.

Common research methods for activities.

As follows: 1. Investigation method: Investigation method is one of the most commonly used methods in scientific research. It is a purposeful, planned, and systematic method of collecting materials about the actual or historical condition of the object of study. Survey methods are the basic research methods commonly used in scientific research.

2. Practical Hu Wu test method: The experimental method is to understand the explicit behavior of the research object in the social process that the researcher deliberately changes or designs. The experimental method is based on the fact that there is a causal relationship between phenomena and phenomena in nature and society.

3. Literature research method.

Literature research refers to a research method that derives an understanding of subjective and objective things through reading and analyzing literature. This research method usually does not directly contact with the research object, but indirectly studies the nature and laws of the research object through literature.

4. Observation method: Observation method refers to a method in which the researcher uses his own senses and auxiliary tools to directly observe the object under study according to a certain research purpose, research outline or observation table, so as to obtain the data cover and bury it. Scientific observation is target-oriented, planned, systematic and reproducible.

The characteristics of research-based learning include autonomy, excellence, cooperation, and deep thinking.

Among them, autonomy refers to the ability of learners to independently choose learning content and learning methods in research-based learning; **Sex refers to the learner's active exploration of knowledge by asking questions, finding information, and solving problems;

Collaboration means that learners cooperate, communicate and share with others to build knowledge together. Deep thinking refers to the learner's deep thinking, analysis, and evaluation in research-based learning. However, the collaborative nature is not a characteristic of research-based learning. The following is a detailed description of the characteristics of research-based learning and an explanation of why collaboration is not one of them.

Knowledge Expansion:

Research-based learning is a learning style that is inspired by students' active participation and exploration, and aims to develop students' self-directed learning ability, critical thinking and problem-solving skills.

It emphasizes students' initiative and participation in the learning process, and cultivates students' interest and ability in learning through a series of activities such as self-selection of learning content, asking questions, searching for information, analysis and evaluation. The characteristics of research-based learning can be summarized as autonomy, excellence, cooperation, and deep thinking.

First of all, autonomy is one of the important characteristics of research-based learning. In imitation such as research-based learning, students have the ability to choose what to learn and how to learn. They can choose the right topic for them and decide how they want to study according to their interests and needs.

This self-directed learning style can stimulate students' motivation and enthusiasm for learning, and improve the learning effect.

Secondly, sexuality is the core feature of research-based learning. Research-based learning emphasizes that students actively explore knowledge through the process of asking questions, finding information, and solving problems. Students no longer passively receive knowledge, but actively construct and apply knowledge through their own thinking and practice.

Secondly, deep thinking is one of the important characteristics of research-based learning. In research-based learning, students are required to engage in deep thinking, analysis, and evaluation. They should not only understand the facts and concepts, but also understand the principles and logic behind them, and discover the essence and internal connections of the problems.

However, collaboration is not a hallmark of research-based learning. Although collaboration is widely used in many learning settings, it is not a necessary feature of research-based learning. Research-based learning emphasizes the cultivation of students' autonomy and individual ability, and pays attention to the process of individual thinking and exploration.

1. The content of research-based learning involves all aspects, including natural sciences and social sciences, or includes both natural sciences and social sciences.

2. Therefore, there will be a variety of research methods used, and it cannot be mechanically assumed that only one method can be used in a subject.

3. You use this method for one problem in the project, and you use other methods for solving another problem in the project.

4. In short, in the process of research, you must choose the research method suitable for your own topic, so as to carry out the research on the substance of the car.

1. For a long time, people have created a lot of research methods in production practice and social practice. Such as observation research method, experimental research method, literature research method, survey research method, ** research method, traceability research method, content analysis method, etc.

2. Here we introduce several commonly used research methods: observational research, experimental research, literature research, survey research and other methods.

Research-based learning is characterized by an open, individualized learning process; "Research" as the center; Emphasis on process; The emphasis is on promoting the generation of students' subjectivity.

1. An open and personalized learning process.

First, research-based learning places students in a dynamic, open, vivid and diverse teaching environment. Secondly, projects, topics or problems are used as the carrier, giving students the space and time to strive to return to their own life and experience in the learning process. Thirdly, the practical results of research-based learning are open-ended.

2. Focus on "research".

Research-based learning focuses on mastering the methods and skills of scientific research such as investigation, observation, experiment, and modern information technology, and develops students' ability to collect and process information, find problems, and solve problems in an open learning environment.

3. Pay attention to the process.

Research-based learning attaches great importance to the learning of thinking methods, the learning of prudence and knowledge, and the improvement of thinking level, and attaches importance to the balance and combination of book knowledge learning and behavioral practice activities in the learning process.

Research-based learning is not a kind of knowledge education, and its "results" are not necessarily "concrete" but "tangible" products. Writing an article, reciting a poem, but may be to put forward an opinion, produce a plan, set up a product, plan an event, organize a discussion, participate in a debate, etc., and the evaluation criteria of the results are especially based on process evaluation.

4. Focus on promoting the generation of students' subjectivity.

Research-based learning attaches great importance to students' sense of subjectivity, and emphasizes people's personality, difference and initiative in learning content, goals and methods.

In the process of implementing research-based learning, the important thing of research-based learning is not to tell students what to learn, but to truly build curriculum teaching into an activity for students to actively explore and create, so that students can improve their subjectivity and experience the significance of growth in their understanding of knowledge and the experience of the activity process.

There are four main characteristics of research-based learning: problem-based, open-ended, autonomous, and process-based.

1. An overview of research-based learning.

Research-based learning is a problem-based and self-directed learning style that emphasizes students' active participation and self-directed learning. In research-based learning, students develop problem-solving and innovative thinking skills through the process of asking questions, collecting information, analyzing data, conducting experiments, and summarizing conclusions.

Second, it is not a characteristic of research learning.

1.Traditional teacher-led.

Research-based learning focuses on students' active participation and self-directed learning, rather than traditional teacher-led teaching methods. In traditional teacher-led teaching, the teacher is usually the imparter of knowledge, and the student passively receives the knowledge. Research-based learning emphasizes students' autonomy and self-determination, and students explore and learn independently under the guidance of questions.

2.Passive acceptance of knowledge.

Research-based learning emphasizes active participation and self-directed learning, where students actively construct knowledge through processes such as asking questions, gathering information, and analyzing data. In contrast, in traditional teacher-led teaching, students are usually passive recipients of knowledge, and the teacher imparts knowledge to closed students, and students only need to remember and understand.

3.Lack of cooperation.

Research-based learning emphasizes cooperation and collaboration between students' fingers, and promotes interaction and cooperation between students through group discussions, cooperative experiments, etc. In traditional teacher-led teaching, students are usually independent and competitive, and there is a lack of cooperation.

4.Lack of innovation.

Research-based learning encourages students' innovative thinking and creativity, and students develop innovative abilities through processes such as asking questions and finding solutions. In traditional teacher-led teaching, students usually learn according to the teacher's requirements and standards, which lacks innovation.

3. The importance of research-based learning.

Research-based learning cultivates students' self-directed learning ability, problem-solving ability, innovation ability and cooperation ability, which is conducive to students' all-round development and adaptation to the needs of the future society. Research-based learning can stimulate students' interest and motivation in learning, and improve the effectiveness and quality of learning.