In real life, the scope of application of reports is more and more extensive, and most reports are written after things have been done or happened. I believe that most people have a headache for writing reports. The following is a survey report on primary schools compiled by me for your reference only. I hope it will help you.

Investigation Report on Primary Schools 1 I. Purpose of Investigation

Our school is a rural primary school, and Chinese teaching is the main course of primary school teaching. How to cultivate and improve students' learning enthusiasm is a subject worth thinking about. In the middle and late September of 20xx, according to the requirements of RTVU's social practice, I used my spare time to go deep into Yuancheng Primary School in Huachi County to investigate the Chinese teaching methods in primary schools. Chinese classroom teaching has been inactive, and students lack interest in learning Chinese. Now a new round of curriculum reform has been rolled out all over the country. The primary problem facing our school is how to activate our Chinese classroom teaching. However, as the saying goes, "you must know the root of the disease before you can cure it." Only by first understanding the reasons why Chinese classes in our school are not active can we prescribe the right medicine and aim at the right thing in Chinese teaching in the future, thus changing the lifeless situation of Chinese classroom teaching and opening up a new world for Chinese teaching in our school.

Second, the survey method

This survey is aimed at all Chinese teachers in our school. Based on the investigation of students' answer sheets and classroom observation, a questionnaire is drawn up according to the teaching priorities of different grades. The lower grade is a pinyin literacy teaching questionnaire; The middle grade is a composition teaching questionnaire; Senior grade is reading teaching questionnaire. Draw up questions from the aspects of introduction before class, classroom operation and homework design after class, so that students can answer them. Select 10 students in each class, and let them make a true and objective evaluation of the classroom teaching situation of the Chinese teacher in that class. By asking students to evaluate teachers' classroom teaching, we can truly reflect the shortcomings of Chinese classroom teaching in our school and know what kind of Chinese classroom teaching students like.

Third, the survey results.

Reading: no extra-curricular books, no borrowing books, no reading notes, no Chinese practice activities.

Teachers' classroom teaching: no oral communication, no speech before class.

Homework: No open questions.

The teaching language is poor and uninspiring.

Four, the main problems and causes analysis

Through the analysis of students' questionnaires and the observation of our teachers in the classroom, we can sum up the main problems existing in Chinese classroom teaching in our school, and analyze the reasons as follows:

1. Chinese teaching in our school is in a relatively closed state.

In the survey, 70% of the students don't have an extra-curricular book, 60% of the students don't borrow books from the library, 50% of the students think that the number of books in the library is too small to meet their reading needs, 80% of the classes don't carry out comprehensive Chinese practice activities, and 60% of the students think that Chinese teachers can't often use some teaching instruments to assist teaching, such as tape recorders, slide projectors and multimedia. It can be seen that Chinese teaching in our school is in a relatively closed state. Textbooks are the only source of information for students, teachers are the only publishers for students, and classrooms are the only places for students to exchange information. Teaching equipment is backward, classroom teaching is not combined with social practice, comprehensive learning in and out of class is not effectively carried out, and comprehensive Chinese practice activities are not carried out.

2. Do not pay attention to students' oral communication training.

In the survey, no class can have regular oral communication training, only one class has oral practice before class, and all the students who answer questions agree that they like oral practice before class. It can be seen that Chinese teaching in our school does not pay attention to students' oral communication training and the accumulation and application of Chinese knowledge. Only let students learn by rote, not teach learning methods, and separate knowledge from application. Therefore, students' oral communication ability and language expression ability are poor.

3. Chinese classroom teaching is a traditional passive and one-way learning method.

In the investigation of Chinese teachers, it is found that there are not a few teachers who often ask students questions and can often discuss with students in groups, but they all think that most of them are mere formality, which has not been well implemented and can not achieve any effect. Some teachers even think it's a waste of time. This shows that Chinese classroom teaching in our school is a traditional passive and one-way learning method. At present, the classroom teaching mode in our school is basically indoctrination-acceptance, and the students' learning method is basically listening-reciting-practicing.

There are three key points in this course:

First, it emphasizes indoctrination, that is, teachers give priority to imparting systematic knowledge and make endless explanations, and rarely consider students' emotions and feelings. They just regard students as "containers" or "warehouses" for storing knowledge, and students are completely in a state of passive acceptance;

The second is to emphasize preaching, that is, teachers often explain abstract ideas and theories with wishful thinking, teach students condescendingly, pay little attention to students' cognitive ability and emotional factors, and overemphasize the educational function of education;

Thirdly, it emphasizes questioning, that is, teachers prefer to turn the teaching content into questions to ask students one-way, so that they are busy answering in step, and rarely give students the opportunity to ask questions and express their feelings.

Although individual teachers can also let students ask questions and discuss in groups in class, most of them are mere formality. The so-called questioning means symbolically asking individual students to ask a few questions, rather than organizing students to discuss and answer them. Over time, students don't like asking questions. The so-called group discussion, that is, several students get together to talk about what to say specifically, and the report has no effect. This traditional teaching mode allows students to learn mechanically and finish their studies by rote, which obviously has the characteristics of passive learning and is difficult to adapt to the new learning mode.

4. Exam-oriented education is still the protagonist.

In the survey, 90% students think that teachers evaluate their scores, which are divided into top students, average students and poor students. 80% of the students think that what the teacher said in class is related to the exam, but for the assignment, 80% of the students think that the assignments assigned by the teacher are all exercises, and there are no open problems such as hands-on operation or investigation, and the way to complete the assignments is relatively simple. It can be seen that Chinese classroom teaching in rural primary schools is still restricted by exam-oriented education, which is still playing a leading role. When evaluating students or paying attention to their academic achievements, the evaluation method is single, that is, evaluation means examination, and examination means evaluation, which leads to teachers focusing on examination teaching and students focusing on examination learning. What teachers pay attention to in class is how to explain knowledge and conclusions to students accurately. As long as students listen attentively, record what the teacher said and answer the test paper accurately, they will have completed their learning task. So the teacher's requirement for students is listening, which has become the most important learning method for students. In class, the teacher keeps reminding students to "pay attention, these contents will be tested". If students don't listen, they will reprimand loudly with a straight face. There is no hands-on operation, no performance, no questioning, no emotional reading, and no autonomy in learning is returned to students. Because teachers do too much, students are lazy to use their brains and form the habit of relying on teachers. What the teacher said is the standard answer. The classroom is boring, and the students seem to be fidgeting, deserting and even dozing off. In order to cope with the exam, the design of homework after class is also a lot of word, word and sentence training. In addition to completing the exercises in the exercise book, the teacher also tried his best to print the review materials to keep the students tired. Teachers rarely assign some hands-on or activity-oriented homework, let alone let students design their own homework and choose different types of homework or ways to complete their homework.

5. Lack of teaching art.

In the questionnaire, many students don't like learning Chinese because the teacher is not interested in class. They think that teachers are not knowledgeable, speak humorlessly and have poor teaching language. In class, he only teaches the knowledge in books and imposes his own ideas on students with wishful thinking. He only treats students as passive recipients, puts on a condescending attitude and looks down on them, does not praise them with inspiring language, does not try to adjust the classroom atmosphere, and does not appreciate students with unique opinions. Only let students respect themselves, not students.

Verb (abbreviation of verb) countermeasures and suggestions

With the deepening of curriculum reform and the requirements of society for talent training, members of our research group deeply realize the importance and urgency of reversing the inactive situation of Chinese classroom teaching in our school. Qi Xin and Qi Xin made concerted efforts, made suggestions and went all out to devote themselves to the research of Chinese classroom activity teaching from the following aspects:

1. Teaching should reflect the view that "students are the masters of Chinese learning".

In teaching, it is necessary to establish students' dominant position, encourage students to take the initiative to learn, and make the learning process become an exploration process for students to constantly ask questions and solve problems. And you can choose different learning methods according to different learning contents, so that students' learning becomes rich and personalized. Provide students with an open, practical and active learning environment, so that students can learn Chinese with their brains and hands in speech practice, and advocate autonomous learning, since the enlightenment learning and self-satisfied learning. Respect students' personality differences and encourage students to choose their own learning methods; Let students master learning methods and adopt methods suitable for their own personality characteristics. Teachers should organize students to use cooperation and group learning as much as possible, cultivate students' cooperative communication ability, and mobilize each student's participation consciousness and learning enthusiasm, so as to achieve the goal of * * * improvement.

2. Teachers should be the guides and organizers of learning activities.

Teachers should do the following in teaching:

(1), for all students, is good at stimulating students' interest in learning.

(2) Pay attention to students' individual differences and be good at teaching students in accordance with their aptitude.

(3) arouse students' emotions and be good at creating a good teaching situation.

(4) Optimize the teaching process and be good at adjusting the rhythm of classroom teaching.

(5), flexible use of teaching methods, make the best use of the situation, and be good at coaching.

(6) Pay attention to teaching feedback and be good at evaluating students' learning attitudes, methods and effects.

3. Teachers should be good at encouraging and evaluating students.

As we all know, encouragement is a magic weapon for teachers and the most effective lubricant. Therefore, teachers can find our bright spots from all aspects of students with appreciation and make encouraging evaluations in different forms. An encouraging look, a bright smile and a warm word can bring the distance between teachers and students closer. The art of education lies in encouragement and encouragement, so that students can have a spiritual collision with teachers and classmates in a relaxed, harmonious and democratic free space and gain a successful experience continuously. In teaching activities, teachers and students have an equal relationship. Teachers and students should respect and trust each other, so that students can speak freely, question and ask difficult questions, dare to argue with classmates, dare to argue with teachers, dare to stand out from the crowd and be unique. At the same time, students should listen carefully to other people's opinions and dare to correct their mistakes.

4. In the classroom, students are willing to learn through various lively learning methods, such as performing textbook content, telling stories, hands-on operation, experimental painting and various competitions to activate students' thinking. Especially in the lower grades, we should integrate learning into games and activities and create learning situations.

5. Let students go out of the classroom to learn Chinese, get in touch with social reality, learn Chinese in life, and apply what they have learned, especially in composition teaching. Teachers should lead students into nature and life, cultivate students' temperament, purify students' hearts, enrich students' emotions, and guide students to observe life, experience life and feel life. Watch and inspect the local scenery, customs, animal and plant resources, etc. So as to discover the beauty of life, the joy of life and the boredom of life, and stimulate the interest in writing. Teachers should also have a wise heart, be developers of writing teaching resources, develop school life, contact family life and seize social life; Arrange to practice writing in combination with the text, design classroom practice writing, and capture current events to practice writing. In short, let life serve our Chinese teaching.

6, the form of work should also be rich. There are hand-made, drawing, telling stories, consulting materials and writing activities, which are obviously more than written homework, making students learn more easily and more interested and enthusiastic.

7. Teachers should also strengthen their study.

When the classroom is dead, we just complain that children are too difficult to teach now, and the influence of social atmosphere on schools is too bad, without finding our own reasons fundamentally. We should study how to make a text lively and interesting, make students love learning, or spend more time reading books to enrich themselves. Nowadays, the requirement for teachers is no longer "give students a drop of water, teachers should have a bucket of water", but "teachers should have a long river". No student will reject a knowledgeable and interesting teacher. Only a knowledgeable teacher can be comfortable in class and conquer students.

Confucius said: The knower is better than the knower, and the knower is better than the happy knower. Good classroom teaching should become students' happy emotional life and positive emotional experience. Students should be cheerful rather than indifferent, dull, happy rather than sad in class. With the acquisition of scientific knowledge, students' attitude towards subject learning is becoming more and more positive rather than negative, and their confidence in subject learning is getting stronger rather than weaker. Therefore, we teachers should teach with "heart". Only in this way can we construct the classroom teaching mode of activity Chinese in rural primary schools.

Investigation Report of Primary Two In order to further strengthen the team work in our school, fully understand the current situation of team work in our school, better solve the new situations and problems faced by team work, continuously deepen the reform and innovation of ideological and political education and team work methods, and promote the overall activity and development of team work in our school, the Central Primary School League Branch conducted a comprehensive and in-depth investigation on team work in several small villages.

I. Basic information

I run 7 primary schools, with nearly 5,000 students and more than 300 teachers, of which 15% is the Communist Youth League Secretary. All schools have young pioneers counselors and enjoy the treatment of middle-level cadres.

Second, the characteristics of team work in the recent stage

1. Strengthen leadership and improve organization.

The Young Pioneers in our department are well organized, and each school has a brigade department. The team building rate is 100%, and the team joining rate is 100%. The brigade committee is reelected once a year, which arouses the enthusiasm of the team cadres and gives play to their initiative. The Young Pioneers organize education at different levels, and train students who have not joined the team before joining the team, so that they can understand the team history and be familiar with the organization. At the same time, the requirements for young pioneers who join the team are strict. The value of red scarf is Zhou Gang, and the wearing rate of young pioneers is 100%. At the same time, team cadres have a strict system of regular meetings. The school made careful arrangements for the work of the Young Pioneers. Counselors are equipped for students and moral education in schools. The work of Young Pioneers has enriched the team of counselors, with the deployment rate of 100%, improved the teams of large, medium and small, and implemented the group leadership system. The school arranges more than two hours of Young Pioneers activities every week. The third class every Monday afternoon is a team meeting, and there is a big break every day. Every semester, the school should commend a group of outstanding young pioneers, top ten outstanding counselors, outstanding squadrons and outstanding team cadres to promote the enthusiasm and enthusiasm of teachers and students.

2. Carefully design and carry out activities.

Our school has included the activity time of the team meeting in the curriculum and arranged it for the third class every Monday afternoon. Theme teams are held twice a semester. Because of the unity of the class and the team, the weekly theme team in our school will have plans, records, summaries and timely reports. The brigade has detailed plans and summaries every semester, and the activities of young eagles fighting for chapters are included in the work system. Each team member has a young eagle chapter competition manual, the class has a chapter competition platform, and the young eagle chapter competition activities are orderly. Actively carry out activities such as holding hands with students in school and holding hands with schools outside school. In order to enrich the cultural life on campus, create a good learning atmosphere and improve students' qualities, we should vigorously strengthen the summary of citizens' moral facts, conscientiously implement the requirements of "patriotism and law-abiding, understanding honesty, unity and friendliness, diligence and self-improvement, dedication and dedication", strengthen students' social morality awareness, establish good moral concepts, promote the all-round promotion of school education, and open up a multi-faceted training ground for further cultivating "qualified+special" students. A campus cultural activity festival is held once every semester, which greatly enriches students' campus life through various forms such as school song competition, talent competition, broadcast exercise competition, formation queue competition, interesting sports competition, textbook drama performance, recitation competition, youth handicraft exhibition, primary school students' oral English competition, primary school students' mathematics competition and so on.

3. Improve the system and standardize management.

In order to ensure the smooth and orderly development of Young Pioneers activities, the school has a complete Young Pioneers system. In particular, the counselor training system has been formulated, and counselor training has been held regularly to improve the overall quality of counselors and better carry out the work of the Young Pioneers. The regular meeting system, rotation system and training system of team cadres have also been formulated. Make the team cadre xx Wu constantly enrich fresh blood, at the same time further improve the team cadre's sense of responsibility and further enhance the sense of competition. In addition, there are player reward and punishment system and team meeting inspection system, which can be effectively implemented. According to the Young Pioneers' work assessment rules and the characteristics of the school, the school has formulated the school's plan and implemented it one by one, with inspection and summary. Each squadron also has its own plan, summary and activity record.

4. Open up positions and implement education.

Our school has a special and qualified Young Pioneers Brigade room with perfect indoor layout and complete information. In order to continuously enrich the cultural and sports activities of active students, the Young Pioneers of the school organized dance teams, flag teams, chorus teams, drum teams and other activity groups according to their interests and specialties. The dance team continuously participated in the report performance of teachers' day and art festival in the city and district, and was well received by the superior leaders. The school has also set up various interest groups to exercise students' quality in all aspects, especially in cultivating students' ability in music and art. The school has set up various sports teams by organizing sports fans after class. In the competition, students played their greatest potential, enhanced organizational discipline and collective sense of honor, and enriched school sports activities. The school's Young Pioneers use the campus radio station to broadcast various and rich contents close to campus life, which are completely organized and arranged by the students themselves. The students like this activity very much.

The third report of primary school survey is to understand the current situation of classroom teaching in XX vocational school after the implementation of the new curriculum reform in senior high school. 20xx March 17 to 19, Sports Art Department, > Vocational Education Department has been investigating in Yunhe Vocational and Technical School for three days. The main contents of the discipline inspection of fine arts and general technology are classroom lectures and teachers' discussion and exchange. The following is a brief analysis and report on the overall situation of 18 after a half-day investigation in the morning.

First, the basic situation of the research object

Yunhe Vocational and Technical School is a national secondary vocational and technical school. Due to the characteristics of vocational and technical schools, Yunhe Vocational and Technical School has four art classes, including two in grade two, 65,438+0 in grade one and grade three. At present, there are 7 full-time teachers majoring in fine arts, with an average age of about 30. Basically, they are all graduates of art schools with qualified academic qualifications. General technology full-time teacher 1 person.

Second, the status quo of classroom teaching

There are three classes in this activity, including two classes for art majors and one class for general technology/kloc-0. One art class is computer graphic design taught by teacher Wu Lian, and the other is sketch taught by teacher Chen Feng. General Technology is a course of Technology and Design 1 taught by Professor Liu Weilin.

Due to the characteristics of vocational and technical schools, except for the textbooks of XX Phoenix Education Press, art textbooks are all compiled by teachers who teach art classes for students to choose, and the choice of teaching content has certain limitations. In the form of classroom teaching, the subjects of fine arts and general technology are mainly "teaching-practice" mode, which is introduced or explained by teachers first, and students are free to practice or demonstrate on the platform. Several students went to the podium to demonstrate, others watched the demonstration, and many students talked freely.

Third, the problems in classroom teaching

1, the teacher's educational concept in classroom teaching is difficult to change for a while.

The problem reflected in several classes at the same time is the problem of educational concept, and the renewal of educational concept is a long and arduous process. Moreover, professional teachers in vocational schools rarely participate in the new curriculum experiments in senior high schools. Training. It is also reasonable for teachers to combine traditional teaching with practice in classroom teaching. In addition, traditional teaching methods are deeply rooted among teachers and easy to use.

2. The problem of classroom teaching content living needs to be further strengthened.

Subject teachers' independent choice of teaching content is helpful to teachers' professional development. However, the choice of teaching content should be close to students' life and serve students' employment. Teachers should consider more and choose knowledge and skills suitable for students' employment. On this basis, we can also choose the content that can reflect the characteristics of our school, or the content that XX County is the hometown of wooden toys in China. General technology is a very practical subject, and students should be allowed to operate and practice in the laboratory on the basis of classroom teaching.

3. The evaluation mechanism of classroom teaching should be gradually established.

In the survey, several teachers' classroom teaching ended with the bell of the following class, and students lacked the evaluation between students and teachers on their homework or designed works. After the teacher explains the subject knowledge and skills, students lack understanding of the real implementation, which is not conducive to subsequent teaching.

Fourth, research and countermeasures

1, calling on vocational high school teachers to update their educational concepts.

The teaching mode formed under the traditional educational concept is deeply rooted. Even if it is changed consciously, it will return to the original teaching mode and method consciously or unconsciously in teaching. In the curriculum reform experiment of ordinary senior high schools, teachers change their educational ideas through study and training, and change their teaching behavior through changing their educational ideas. Teachers in vocational high schools should also keep learning, and transform the ideas, curriculum standards and teaching guiding ideology of the new curriculum reform in senior high schools into teachers' teaching concepts, and further transform the teaching concepts into teachers' conscious behaviors in classroom teaching.

2. Strengthen the collective lesson preparation of subject teachers and give play to the group role.

The significance of collective lesson preparation lies in that teachers learn from each other's strong points through discussion and exchange and give full play to everyone's teaching characteristics. The art group of Yunhe Vocational High School is different from other ordinary high schools, and there are many individual teachers in the art group. In the absence of experience, strengthening collective lesson preparation, giving full play to the advantages of groups, carefully selecting teaching contents, better excavating teaching materials and exploring teaching methods are shortcuts to improve teaching quality.

3. Strengthen the research of teaching strategies.

Whether the teaching is effective or not does not depend on whether the teacher has completed the teaching task or the teaching content, but on whether the students want to participate in the classroom teaching in the unit time, whether they have mastered the knowledge and skills, or whether their professional skills have been newly developed. If students don't want to learn or have nothing to learn, even if the teacher tries hard, it is inefficient or ineffective teaching.

Teaching strategies are very important to ensure the effectiveness of teachers' teaching. Teaching method has the advantages of convenient operation and time saving, while discussion method or autonomous learning method is more conducive to cultivating students' good learning style and research spirit, and teachers should gradually implement it in their usual teaching.

4. Advocate the diversification of evaluation methods.

The purpose of evaluation is to help teachers change teaching methods, improve teaching level and promote teachers' continuous improvement and development. At the same time, students' mastery of knowledge and skills is also understood through evaluation. Teaching without evaluation is definitely not comprehensive and profound. After completing the teaching tasks and students' practice, the teachers of the two courses should evaluate the students' homework or design works. Evaluation methods can be diversified, which can be teachers' evaluation, students' own evaluation and students' evaluation. Multiple evaluation can let teachers know whether the teaching task is successfully completed and whether it is effective, and let students know whether the teaching objectives are achieved.

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