Research based learning. What are the research learning styles?

Senior brother, I am also from Furen.

Common research methods for <> research-based learning activities are as follows:

1. Survey method: Survey 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. Experimental 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 method refers to the research method of reading and analyzing literature to derive the understanding of subjective and objective things. This research method usually does not have direct 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 of study according to a certain research purpose, research outline or observation table, so as to obtain information. Scientific cover-and-burial observation is purposeful, planned, systematic and reproducible.

The characteristics of research-based learning are as follows:

The characteristics of research-based learning include autonomy, excellence, cooperation and innovation. The following is a description of the characteristics that do not fall under the category of research study.

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.

2. It is not a characteristic of research-based 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 students' active participation and self-directed learning, and students actively construct knowledge through the process of asking questions, collecting dusty information, and analyzing data. In contrast, in traditional teacher-led teaching, students are usually passive recipients of knowledge, and teachers impart knowledge to students, who only need to remember and understand.

3.Lack of cooperation.

Research-based learning emphasizes cooperation and collaboration among students, and promotes interaction and cooperation among students through group discussions, cooperative experiments, etc. In traditional teaching, students are usually independent and competitive, and lack 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.

Research-based learning is a student-centered approach to education that emphasizes students' initiative, practicality, and practicality. The main features of celery mill are as follows:

1.Problem-oriented: Research-based learning takes problems (including themes, topics, etc.) or activities (including experiments, productions, inventions, etc.) as the precursor of learning, teachers provide relevant information around the problems or activities, and students collect materials and research around the problems or activities.

2.Openness: The problems in research-based learning, the methods of solving problems, learning methods, and the presentation of results are open. Students are free to choose the questions they are interested in, and Bu Shouqing can unleash their creativity and potential.

3.Nature: Research-based learning emphasizes students' initiative and independent thinking, and cultivates students' ability to find problems, ask questions, and solve problems.

4.Comprehensive: Research-based learning requires students to apply multidisciplinary knowledge and solve problems across disciplines. Through the combination of practice and theory, the comprehensive quality of students is improved.

5.Practicality: Research-based learning emphasizes students' practical operation and personal experience, so that students can learn to learn and solve problems in practice, and cultivate students' practical ability.

6.Process: Research-based learning focuses on the learning process, and students continue to accumulate experience and form scientific research methods and ways of thinking in the process of solving problems.

7.Communicative: Research-based learning encourages communication and cooperation among students, and cultivates students' team spirit and communication skills. Students can continuously improve themselves through communication, sharing experiences and achievements.

In short, research-based learning is an educational method that aims to cultivate students' insatiable attitude and pursuit of excellence, and to cultivate students' ability to discover, ask and solve problems.

The characteristics of research-based learning are as follows:

1. Openness. Receptive learning spaces are located in the classroom, which is relatively closed, and research-based learning requires students to step out of the classroom and into society and into nature. The time is not limited to 40 minutes per session. The openness of time and space, the openness of resources, and the openness of students' minds.

2. Comprehensive. Research-based learning requires students to apply multidisciplinary knowledge to solve problems, not a single discipline. Emphasis is placed on the connection and application of knowledge, rather than the original broadening and deepening.

3. Sociality. It is emphasized that the problems of student research must pay attention to the reality of social life and the social practice of students.

4. Researchability. That is, the problem should not be too big and should not exceed the student's learning ability. It is necessary for students to be able to use their existing knowledge to learn and explore new knowledge and study unknown problems. The process of research is the process of learning.

5. Practicality. Research-based learning is a course that is mainly completed by students, and under the guidance of teachers, students become the proposers, designers, and completers of research questions. Research-based learning emphasizes the process of learning, which means that the circle focuses on the feelings of students in the process of practice.

6. Autonomy. Research-based learning is the student's independent learning, which is carried out by the students themselves in the whole learning process of topic selection, topic opening, investigation, experiment, analysis, discussion and conclusion. The teacher is just a guide.

The significance of research-based learning

Research-based learning is primarily the opposite of traditional receptive learning. Generally speaking, all learning methods in which students acquire knowledge, draw conclusions, and form products through their own hands-on practical activities (such as observation, investigation, interviews, experiments, design, production, evaluation, etc.), rather than teachers directly teaching ready-made knowledge and conclusions to students through transferive teaching, are all research learning.

The essence of research-based learning is to allow students to experience the process of knowledge generation and formation; To enable students to learn to use their mental work independently; Pursue the organic combination and high unity of "knowledge" discovery, "method" acquisition and "attitude" formation.

This is the essence of research-based learning, and it is also the educational goal that research-based learning aims to achieve and pursue. According to this understanding, if students can only follow the plan formulated by the teacher, follow the steps and routes prescribed by the teacher, and generate the answers or conclusions that the teacher wants, then this kind of "** learning" is actually not real ** learning.

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.

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.

Research-based learning is a student-centered mode of learning. With the help of teachers, students plan, implement and self-evaluate learning methods. It is an interdisciplinary learning technique.

Through the study of a specific topic, students can use existing knowledge and skills to resynthesize, and through some specific activities, students can construct knowledge independently, and then learn the new topic, so as to achieve the goal of learning to learn and cultivate students' self-learning spirit.