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, it is 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.