Format of primary school survey report

[Example] With the theme of "carrying forward the virtue of thrift and establishing a correct consumption concept", write a survey report according to the attitude and performance of students around you, and the topic is self-made.

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

1, the key points should be clear:

First of all, we should investigate deeply and master the materials. This is the basis and premise of 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"; Both positive and negative materials should be understood; 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 law. This is the purpose of the investigation. On the basis of possessing a lot of materials, we should sum up the law of things from coarse to fine, from false to true, from this to that, from the outside to the inside. In this case, in addition to specific cases or data, it is necessary to classify and summarize the information, such as "blind comparison, extravagance and waste", "thrift, reasonable consumption" and so on, 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 the bad habits and problems such as spending money indiscriminately, comparing with others, and spending ahead of time in combination with students' real life.

Finally, we should sum up the facts and discuss them. We should not only list phenomena, but also analyze, discuss and expound our views appropriately. For example, on the basis of facts and data, we should make a rational analysis by using the social principles we have learned, and the analysis should be comprehensive.

An investigation report generally consists of a title and a text.

(1) title. There are two ways to write a title. One is the standard title format, that is, "post theme" plus "genre", and the basic formats are "investigation report on ××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××× The other is freestyle title, which includes the combination of declarative sentences, interrogative sentences and positive and negative questions. For example, a statement like "Investigation on the Employment of Master Graduates from Northeast Normal University" and a question like "Why do college graduates choose to work in coastal areas and Beijing-Tianjin areas", combined with positive and negative titles, state the main conclusions of the investigation report or put forward central questions. The negative title indicates 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-×××××".

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

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

2. theme. This is the most important part of the investigation report, which introduces in detail the basic situation, practice and experience of the investigation and research, as well as various specific understandings, viewpoints and basic conclusions obtained from the analysis of the materials obtained from the investigation and research.

3. It's over. There are also many ways to write the ending, which 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 and 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 learning psychology of junior middle school students in rural areas at present

Qin Hubei Changyang county yuxiakou town 2 nd junior high school

1From March to May, 1999, we investigated the learning psychology of two junior high school students in Yuxiakou Town. Through investigation and study, the learning psychology of rural junior high school students is preliminarily understood, which provides an objective basis for accurately grasping the current learning psychology dynamics of rural junior high school students, deepening teaching reform, enhancing the pertinence of education and teaching, improving the effectiveness of education and teaching, and exploring new ways to implement quality education.

I. Specific objectives and methods of the survey

(1) Specific objectives

1. Learning psychology of rural junior middle school students.

2. The learning psychological characteristics of junior middle school students in rural areas.

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

(2) survey methods

1. Questionnaire survey

The student questionnaire covers four aspects: educational values, learning attitude, learning needs and learning goals. The questionnaire survey was conducted in the first and second junior middle schools in Yuxiakou Town. * * * A total of questionnaires 102 1 were sent out, and valid questionnaires 1004 were recovered, which was close to the ideal number of valid samples.

2. Seminars 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 the survey results

The analysis of students' questionnaires and 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 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% of students think that the role of learning is to improve their own quality, 10% of students think that the role of learning is to test middle schools and universities, and 16% of 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 think 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 that illiterate people can get higher income.

2. Learning attitude

The survey results show that 67% of students have a high enthusiasm for learning, 24% have a moderate enthusiasm for learning, and 9% are afraid of learning. This is consistent with their weakening 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 90% of students have their own "most annoying courses". The fundamental reasons why students are afraid to learn 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 practicality, and 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 common concern for 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 "major", 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 agricultural science and technology knowledge in labor and activity classes, so as to be helpful in future work.

When sorting out the survey results, we got a set of data that shocked the teachers. 52% students think that "school teachers can meet their own learning needs", and 48% students think that "school teachers have limited ability and hope to be guided by famous teachers". For this result, we may doubt the validity of information, or emphasize its regionality, but it should 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% students choose to study in senior high school or technical secondary school, 18% students choose employment, and 27% students 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 to "farming" is one of the important goals of our investigation. The survey results show that most rural junior high school students are unwilling to farm, and their proportion changes with the change of grades, and their mentality presents special fluctuations, which are 69% in Grade One, 58% in Grade Two and 72% in Grade Three.

(B) the current learning psychological characteristics of rural junior high school students

The survey shows that the learning psychology of rural junior high school students is obviously different from that of rural junior high school students in the past.

1. Educational values tend to be diversified, pragmatic and utilitarian.

I jumped out of the farm gate and went 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, thus enhancing 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.

The other two characteristics of junior high school students' educational values are pragmatism and utilitarianism. Junior high school students are increasingly pursuing the economic value of future educational output. Many people measure the value of their courses from the perspective of economics, 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 junior high school students' cognitive, analytical and judgmental abilities are immature and unstable due to the limitation of age and knowledge. In fact, a considerable number of junior high school students' educational values are chaotic. The reasons are as follows: firstly, more and more middle school students and college students find it difficult to find jobs, which makes them lose confidence in taking middle school or college exams; Second, the academic junior high school culture curriculum is difficult to meet students' demand for vocational skills, and it is difficult for them to have 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' interview, we found that some parents and teachers have lost confidence in education because of their disappointment with students' future, and the weariness of learning has bred and spread in both the educated and educators. We call this phenomenon the century puzzle of rural education. Undeniably, this phenomenon reflects a negative educational value.

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

In the survey, we found that the learning needs of rural junior high school students are characterized by vertical multi-level and horizontal multi-objective due to differences in personal learning foundation, educational values and expectations for the future. Vertical multi-level learning needs mean that students have different requirements for the depth of knowledge they have learned. Students who graduate from junior high school and prepare for employment 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 results. The horizontal multi-objective of learning needs means that students have extensive requirements for the breadth of knowledge they have learned. They require not only to learn the knowledge of academic courses well, but also to fully cultivate their own specialties and master more practical technologies.

3. The purpose of learning is clear, but the subjective is not harmonious.

The questionnaire survey of students shows that 73% students have clear learning goals. However, through the comparative analysis of questionnaires and the investigation of students themselves, we find that students' learning goals 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 engaging in rural non-agricultural industries in the future, but 67% of students said they are not going to go to rural agriculture. Obviously, it is extremely unrealistic for such a large group to have such an idea. In addition, 40% of students hope to succeed in their future careers, but 48% of them are not ready for higher education, or even for high school technical secondary schools, thus ignoring the importance of scientific and cultural knowledge to their careers.

The fundamental role of development. 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 are going to work in the countryside, but these students are not serious about labor technology courses and rarely come into contact with agricultural science and technology materials. At the same time, among the 37% students who are about to enter the university, quite a few people do not show corresponding enthusiasm in their studies, but show a passive waiting attitude.

Third, thinking about the survey results.

(A) Analysis of the causes of the current rural junior high school students' learning psychology

At present, the learning psychology of rural junior high school students is positive. 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 feel the rapid pace of national economic development and are delighted with the brilliant economic achievements. The survey results show that 98% of the students are full of beautiful yearning for the future, and 82% of the students have a deep understanding of the essential attribute of market economy "competition". From the microscopic point of view, the gradual deepening of the rural market economy has changed the structure and mode of agricultural production, and the vigorous development of the peasant labor force has brought about qualitative changes 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 taking the college entrance examination. However, the reform of higher education enrollment and distribution system in China has had 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% of the students think that the university does not include distribution, and that the future is bleak, so their study is aimless. In particular, influenced by the reform of higher education enrollment and distribution system, some students with both ability and political integrity feel confused and disappointed, and gradually lose their interest in learning and enthusiasm for learning.

3. The impact of the full implementation of quality education on rural education

Quality education is an education that highlights the ability to survive and live. Its positive effect on students is to make them realize the importance of having real talents and learning, thus requiring classroom teaching to be more connected with life practice and production practice, and spontaneously resisting the teaching method of taking examination as the center and unilaterally pursuing the enrollment rate. Its negative effect on students is to make some students excessively pursue the utility of learning, while ignoring the basic significance of the highly academic culture class.

4. The influence of family education

At present, some rural junior high school students are only children, who are in a relatively superior living environment and are loved by their families. They are generally weak-willed, lack enterprising spirit and indulge in life enjoyment. It is worth noting that after contacting many parents of students, we found that many parents have low requirements for students, and most of them focus on discipline, while fewer and fewer parents require students to enter high schools, especially universities, thus forming a contradictory situation for students in their studies.

5. The influence of school education

In the process of implementing quality education in rural education, rural junior high schools pay more and more attention to specialty education and cultivate students' personality. However, due to the limitation of funds and talents, the vertical multi-level and horizontal multi-objective needs of students' learning cannot be met, which leads to the contradiction between students' needs and school education.

6. The influence of teachers

Among many influencing factors, we believe that teachers' influence on students is the most direct, lasting and effective. However, the current problem is that teachers' behavior lags behind, which makes teachers' education and teaching work more and more restrictive and negative to students' learning.

(B) the formation of healthy learning psychology countermeasures

The factors that affect students' learning psychology are very complicated, and the task of helping them form a healthy learning psychology is very arduous. In order to meet the requirements of the new situation of reform and opening up and realize the transformation from exam-oriented education to quality education, we should actively help rural junior high school students to form a healthy learning psychology.

1. Increase investment to create a good education and teaching environment.

At present, rural students have felt the fast pace of social progress, and initially understand that high technology has penetrated into all fields of social life. However, in their daily study, they come into contact with backward instruments and equipment, crude experimental sites and outdated scientific and technological knowledge. This strong contrast will inevitably make them feel bored and conflicted. Therefore, only by increasing the investment in hardware and software, and making instruments and equipment, experimental sites and scientific and technological knowledge have distinct characteristics of the times, can students be tempted and stimulated to seek knowledge.

2. Help students accurately understand and grasp the future.

Due to subjective and objective reasons, rural junior high school students' understanding of the development of national market economy, the reform of higher education and the implementation of quality education is neither comprehensive nor in-depth, so it is necessary to introduce them to the brilliant achievements, existing difficulties and bright future in the form of special reports. Introduce them to the rationality and scientificity of the enrollment system, the fairness and protection of the charging system and the flexibility and impartiality of the distribution system in the reform of higher education; Introduce them to the specific content, value and future orientation of implementing quality education, help them distinguish right from wrong and eliminate misleading.

Career guidance helps students understand different careers? Mainly the characteristics, present situation and development trend of aquaculture, so that they can determine their own learning goals during their study and choose jobs that suit them when they graduate.

It is urgent to set up psychological counseling courses to guide students' learning motivation, interest, learning ability, test psychology and learning adaptability.

3. Infiltrate vocational education into general education, so that rural junior high school students can grow into compound talents to meet the requirements of rural economic development.

1986, the national vocational education work conference jointly held by the former State Education Commission and other four ministries and commissions clearly pointed out that rural education "should shift from running schools to serving the construction of material civilization and spiritual civilization in the region, taking into account the direction of conveying new students to a higher level". We can try to carry out post-junior high school vocational education in rural junior high schools-semester vocational training or "3+ 1" training. However, the lesson we should learn from it is that the traditional backward rural vocational high school education has entered a bad situation of closing, stopping, merging and transferring. Then, to implement vocational education in rural junior high schools, we must devote ourselves to pursuing scientific teaching content and scientific teaching methods.

4. Closely follow the main theme of quality education, formulate scientific curriculum teaching plans and assessment standards, and actively adapt to students' vertical multi-level and horizontal multi-objective needs.

In order to truly reflect the characteristics of quality education, infiltrate vocational education into general education and promote students' all-round development, it is necessary to carry out curriculum reform, relatively balance the proportion of teaching time in various disciplines, dilute the academic standards of assessment in various disciplines, and let students have enough time and energy to study in a balanced way in various disciplines and intensive reading in the subjects they are most interested in.

5. Improve the treatment of teachers, reform the personnel system of the education system, create a reasonable and efficient competitive environment, and solve the problem of "teachers' lagging behavior"

The research of development economists points out that the simple learning methods and poor learning content in primary and secondary education in third world countries are closely related to the poor ability and lack of initiative of most teachers. They often don't get their due salary, have no interest and have no chance to update their knowledge and improve their teaching level. Our rural junior high school education basically belongs to this situation. The effective ways to solve "teachers' lagging behavior" are as follows: first, improve teachers' salary level and provide economic guarantee for teachers' continuing education and lifelong learning; The second is to reform the personnel system of the education system, ensure the openness, fairness and science of teacher assessment, and create a reasonable and efficient competitive environment; Third, improve the quality of continuing education and lifelong learning, and change the formalism and inefficiency in current continuing education.

The learning psychology studied in this paper refers to the attitude of rural junior middle school students to realistic learning and their expectations for future educational output under the influence of the development of national market economy, the reform of higher education and the transition of basic education from exam-oriented education to quality education. ※.

refer to

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An empirical analysis of the unbalanced development of education in China, in Educational Research, 1998.6.

2? Liu Guoguang: Some Issues on the Theory of Socialist Commodity Economy, Journal of Graduate School of Chinese Academy of Social Sciences, 1992.5.

3? This is Yin Rui. Reflections on current school psychological counseling. Educational research, 1998? 1 。

4? Qin: Research on the Three Rural Issues and the Development of Rural Vocational High Schools in China, Paper of the Annual Meeting of Rural Vocational Education Committee of Hubei Vocational Education Association 1997.

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6? Economic Development in the Third World, 452 pages, Beijing, Renmin University of China Press, 1998.