Research questions 例子

Objectives and research questionsQualitative research means make a systematic data collection, ordering and description and also involves the interpretation of data from file or observation (Simon, Janice & Carol, 2008).This report will use the qualitative approach to study，because “the qualitative approach to research is an exciting interdisciplinary landscape rich with perspectives on knowledge construction and enabled by a multitude of techniques available for generating knowledge” (Hesse-Biber & Leavy, 2006).Physical activity offers huge numbers of benefits for human beings‟ health, and participating in physical activity can not only reduce pressure and depression, but also increase emotional well-being, energy level, self-confidence and satisfaction with social activity (Sherwood & Jeffery, 2000). Unfortunately, the participation rate of physical activity is declining nowadays, there is wide concern that a large number of women and men are insufficiently physical active (Gilchrist, 2004). There are lots of different factors which influence the physical activity participation from gender. In order to sort of this phenomenon, it is essential to conduct a research why people not participate in physical activity regularly. The objective of this qualitative research is going to analyses the reasons why single women and single men are not participating in physical activities according to the survey responses，Stephanie& Marilyn (2007, p.74) determine that the gender division has a strong influence in each side and some factors such as family responsibility and society role. Divided into two groups, single women and men don not participate in physical activity because of they spend almost all of their time in working. After working, they do not have enough time and energy to physical recreation. For married women, family duties are the biggest reason which influences their enthusiasm to participate in physical activity, it is the most different reason with married men. Other factors, like lack of motivation, laziness, being tired, social support, and health are also influence both singles and married women and men‟s participation, which can reflect non-participation(Sherwood & Jeffery, 2000).This report will aimed at finding out the reasons of why single women and men do not engage in regular physical activity. And what is the difference and similitude between the groups of reasons?Research methodsIn order to clarity the facts, the method of qualitative research has been used in this report. The data have been collected based on in-depth, open-ended interviews from seven single women and seven single men during the period from 8th March 2005 to 17th March 2005. The age-bracket among women is from 18 to 45 years old including single mother, and the age group among men is from 17 to 45 years old. The methods help to classify the different elements such as different gender, personal habit, status, self-confidence, background and the relationship with around. After getting the raw data, researchers will code the data for further analysis.After qualitative research, one of the most essential steps is to systematically classify the complicated information to simple data. Coding contains of naming and categorising data and aim to assort the data for convenient understand and sort the information to thematic (Moghaddam, 2006). There are three types of coding used in this case, open coding, axial coding and reflection coding. Open coding which is considered as the first stage of data reduction expresses the main idea in one sentence or several words. It helps to find out the definitions of what each theme concerns. Axial coding is second phase. It focuses on initial data themes rather than the raw data. It groups common themes into one category. And examine the detailed data in depth. The last phase is reflective coding that identifies central phenomenon in major themes. It is provided different description by investig ator‟s own findings on major themes.By following the three coding stages, the respective main reasons for single women and single men do not participate in engage in regular physical activity and thedifferences between them will be highlighted.Description of Types of ReasonsAccording to the date collection, any characteristic can influence people participate in physical recreation. It is suggested that the understanding of leisure time depends on what states, duty and obligation are (Les, et al 2002). Through the exploration, only one people participates in the leisure activity regularly among all the fourteen people which means nearly 93% responders do not get engaged in leisure activity. the main reasons themes and the obstruction that limit single women and single men participate in leisure and physical activities are: time constraint, money constraint, lack of motivation, lack of interest, tired & lack of energy, and for the single mothers they also have family duties constrains.Time constraintTime constraint which belongs to structural constraint appears frequently in the interview among single women and single men. Leisure time could be understood as flexible or enjoyable time. The obvious characteristic is free time, freedom from choices and obligations.From the interview, it is clear that time-shortage is the first reason which restricts single women and single men. They have insufficient time to participate in leisure activity. For the single women, most of them think time is the key reason that limits them to engage in a regular physical recreation activity. They usually busy with their work and when they go back home, they just want to relax, they become lazy and lethargic. A 21 years old single who named Jessica, mentioned that she gets a full time job and when she got time she prefer to go to the night club with friends. Moreover, to most of the single men, they also busy with their work and commuting, For example,one 18 years old single man will said “I have a 9 to 5 job and by the time I finish work there is not enough time to participate in sport.” From the research, twelve out of thirteen respondents who do not exercise mentioned that time is one big reason as well. They said it was very hard to find free time for participating in physical exercises, because most of them got too much workload at workplace. Therefore, according to the coding method, this part of answers can sum up to time constraint. In other words, both single women and single men limited definitely time in leisure.●Money constraintThrough this investigation, money is definite has a significant influence in both single women and single men. Hardill, Graham& Kofman (2001, p. 101) indicate that the leisure activities rely on the consumption pattern no matter what grade the monetary expense is.There are some similarity and different points on this respect between single women and single men. From the interview, single man Myles said “equipment fees are a big problem”. And Jassic also had similar opinion that “Jes sica said that “The gym is quite expensive for me to go to.” Most of interviewees believe that participating in leisure activity cost too much money, such as buying expensive exercise equipment, buying an expensive membership of gym. Most of them could not afford the high expenditure. It is obvious that the financial pressure factors affect both single and married women to do not engage in physical activity.●Lack of motivationLeisure activities are forced by motivation. Motivation is considered as the activation of goal oriented behaviour (Baumeister & V ohs, 2004). It is the factor that is behind and force people‟s performance, choices and preferences on leisure activity.Within the interview, it presented that both two groups of women lack of motivation. There is no motive for them to participate in leisure activities. Sheree had these words that “I really don‟t have any motivation at all to exercise”. And the reason for that is “I am too tired from working long hours, I just don‟t see the fun side of r unning or any exercise for that matter”. It can be identified as negative intrinsic motivation that abandons physical activity. However，for single women, lack of enough extrinsic motivation may lead to low attendance on physical activity. SA said “sometime s my mum tries to motivate me to do physical activity, but there isn‟t much motivation for me”. Although her mother motivated her, it wasn‟t forceful enough to make her get into physical activity. In addition, Lack of Interest, self-confidence, companion, keep from injure and born disease, these reason makes both single and married women have no motivation to join the physical activity.Family duties constrainsBase on this factor, it is a particular characteristic for the married women. It can also relate to the time constraint as mentioned before. Most of the married women should spend more time to do the housework and take care of their babies after work. Maree is one of the married interviewers; she said that the lifestyle takes her energy and she also feel guilty to leave her kids at home. Moreover, Shazza explained that before she had her family she really enjoy sport and activities. She said: “When I had my first child my priorities changed from looking after myself to looking after my family.” In other words, the married women always pay more attention to their family members and rarely participate in leisure. On the other side, the single women are differing from married women in this part.ConclusionIn conclusion, this qualitative study uses in-depth interview as research method toinvestigate and analyse what are the barriers for single women and married women to participate in physical activity and what are the difference and similarity between these two groups. It shows that time and money constraints are existed both these two groups of people. Generally, it can be clearly understood that both inside and outside factors affect behaviour among single and married women on leisure nonparticipation. For both single and married women, lack time and money are the major problems which affect their leisure choices, attitude and performance. Moreover, married women still need to take care of their families. Furthermore, the motivation of social activities influences their probability to engage in leisure as well. All these founding provide a comprehensive theory to the topic and better know the different behaviour of leisure activities. And these can‟t be ignored. It suggests that future research shouldn‟t be limited by previous research and leisure con straints theory will contribute to form leisure behaviour patterns of people‟s everyday life. And in order to increase participation rates for both married and single women, Researchers should find out the way to deal with the main problems which get in the research, to promote the participation of physical recreation within the single and married women group.ReferenceBaumeister, RF & V ohs, KD 2004, …Handbook of self-regulation Research, theory and applications‟, New York: Guilford Press, pp. 574Gilchrist, H. 2004, …How do constructions of gender influence young women‟s physical activity participation and experiences?‟ Redress, vol. 13, no. 2, pp. 10-16 Hardill, I, Garham, DT& Kofman, E 2001, …Human Geography of the UK: a n introduction‟, Routledge, LondonHesser-Biber, S., & Leavy, P. 2006, …The Practice Of Qualitative Research.‟Califorlia: Sage Publication.Les, H, Francis, K, Peter B, John S, John, C& Ian, H 2002, …Understanding Leisure‟, Nelson Thornes Ltd, United KingdomMoghaddam, A 2006, …Coding issues in grounded theory‟, Issues in EducationalResearch, vol. 16, no. 1, pp. 52-66Sherwood, N. E. & Jeffery, R. W. 2000, …The behavioural determinants of exercises: implications for physical activity Patton.‟ Newbury Park: Sage Publications Stephanie, B& Marilyn, C 2007, …Leisure& Young Married Women in Malta‟, Journal of Would Anthropology: Occasional Papers, vol.3, no.1, pp. 74-96Simon, CK, Janice, C& Carol, G 2008, …Quality in qualitative research‟, Medical Journal of Australia, vol. 188, no. 4, pp. 243-246。

研究计划 research questions与
problem statement
研究计划中的研究问题（Research Questions）和问题陈述（Problem Statement）是非常重要的部分，它们明确了研究的重点和目标。

研究问题是指具体的、需要回答的问题，通常是基于研究主题和背景提出的。

研究问题应该是具体、明确、可测量的，并且应该能够通过研究得到答案。

例如，“什么是影响学生学习成绩的主要因素？”、“如何提高员工的工作满意度？”等。

问题陈述则是对研究问题的进一步阐述和解释，它描述了研究问题的背景、现状、存在的问题以及研究的重要性。

问题陈述应该能够引起读者的兴趣和关注，并说明为什么这个问题值得研究。

例如，“由于近年来学生学习成绩普遍下降，因此需要研究影响学生学习成绩的主要因素，以便提出有效的解决方案。

”、“随着员工工作压力的增加，工作满意度逐渐下降，这对企业的生产效率和员工的身心健康都产生了负面影响，因此需要研究如何提高员工的工作满意度。

”
在制定研究计划时，研究问题和问题陈述应该紧密结合，彼此呼应。

研究问题应该明确具体，问题陈述应该清晰简洁，能够为研究提供指导和方向。

同时，研究问题和问题陈述也应该具有可行性和可操作性，能够在研究过程中得到有效的回答和解决。

Research question : what are the factors affecting employment rate ? Why choose this material: There are two step that we choose the material .First we need to find what is the employment . We need to know about it .so we search everything about the employment and print it . Secondly , we decided to write the affection of the employment . So we need to select the useful material for our topic . We selected this material because of those are support our topic and report . It can clearly show and support our opinion .Thesis statement:with the development of economic and society, the employment has been a serious problem. Both the developed countries and developing countries, they all faced with the tough employment situation and pressure. The factors that affect the employment are economical condition, employee and employer.Topic sentence1:Employee that the main part of the employment has a influence on the employment rate :Support1: Education is very important to both your personal and professional life, in a number of significant ways!(/od/educationtraining/f/WhyEducation.htmBy Andrea Santiago, Guide)Support2:The acquisition of basic skills does not necessarily mean a person can apply them in a practical way.(/pubs/summary.php?id=349This entry was written by Dench S, Perryman S, Giles L)Support3:Part of starting a career, changing jobs or finding the perfect job is knowing what is important to you and finding out which companies meet your needs.(/blog/have-you-thought-about-what-is-important-for-you-in-a-company/This entry was written by Adam)Topic sentence2:Employer is very important that effect employment rate :Support1:Employers said that aside from having the basic job qualifications, multitasking, initiative and creative thinking are the most important characteristics in a job applicant. (Rachel Zupek,/Article/MSN-2047-Interviewing-Top-10-Reasons-E mployers-Want-to-Hire-You/)Support2:Women still do not measure up to men when it comes to income, employment rate and occupational. (/wiki/Employment_discrimination#Gender_discriminati on_and_the_workplace)Support3: A good boss has multitude rewards. You earn the loyalty and respect of your employees, and you become their friend at the end of the day. (Marcus Kane, /?What-Makes-a-Good-Employer---Qualities-of-a-Good-Boss&id=1889997)Topic sentence3:Economic condition play a important role in the employment rate : Support 1:According to the UNRIS , Increasing labour productivity appears to have a negative impact on job creation . (From wikipedia , the free encyclopedia working poor 3 october 2011 )Support 2:globalization has effected these issues by creating certain economic factors that disallow or allow various employment . (From wikipedia ,the free encyclopedia globalization and employment relations 3 october 2011)Support 3::Finally , the decade of the 1930s saw the great depression impact employment across the globe .(From wikipedia ,the free encyclopedia unemployment 3 october 2011 )。

关于英语教学方面的5个可供研究问题全文共3篇示例，供读者参考篇1Title: Five research questions in English language teachingIntroductionEnglish language teaching is a complex and dynamic field that requires continuous research and development. In order to improve the effectiveness of English language teaching, it is important to explore and investigate various research questions that can help educators enhance their teaching practices and address the needs of diverse learners. In this article, we will explore five research questions in English language teaching that are worthy of further investigation.Research Question 1: What are the best practices for teaching English language learners with disabilities?Teaching English language learners with disabilities presents unique challenges and requires specialized strategies. It is essential to research and identify the most effective practices for supporting students with disabilities in their English language learning journey. This research question can explore differentteaching methods, accommodations, and interventions that can improve the language development of students with disabilities.Research Question 2: How can technology be effectively integrated into English language teaching?Technology has become an integral part of modern education, and its use in English language teaching can greatly enhance student engagement and learning outcomes. Researching how technology can be effectively integrated into English language teaching can provide valuable insights into the best practices for using digital tools, online resources, and educational apps to support language learning.Research Question 3: What are the factors that motivate English language learners to continue their language studies?Motivation plays a crucial role in language learning, and understanding the factors that motivate English language learners can help educators create a supportive and engaging learning environment. This research question can investigate the influence of intrinsic and extrinsic motivation, the role of teacher encouragement, and the impact of cultural and social factors on student motivation.Research Question 4: How can project-based learning enhance English language acquisition?Project-based learning is a student-centered approach that encourages active learning, collaboration, and critical thinking skills. Researching the effectiveness of project-based learning in enhancing English language acquisition can provide valuable insights into the benefits of this teaching method for language learners. This research question can explore the impact of project-based learning on language proficiency, communication skills, and overall language development.Research Question 5: What are the implications of multilingualism in English language teaching?In today's globalized world, multilingualism is becoming increasingly common, and many English language learners are proficient in multiple languages. Understanding the implications of multilingualism in English language teaching can help educators tailor their instructional practices to meet the needs of diverse language learners. This research question can explore the advantages of multilingualism, the challenges of language transfer, and the strategies for supporting multilingual students in their English language learning journey.ConclusionIn conclusion, English language teaching is a dynamic field that requires continuous research and development to improve teaching practices and support diverse learners. By exploring and investigating research questions such as the best practices for teaching English language learners with disabilities, the effective integration of technology in English language teaching, the factors that motivate English language learners, the benefits of project-based learning, and the implications of multilingualism in English language teaching, educators can enhance their teaching practices and provide quality instruction to students. It is vital to continue researching these and other important questions in English language teaching to advance the field and promote successful language learning outcomes.篇2Research Questions in English Language TeachingIntroductionEnglish language teaching is a complex and dynamic field that continues to evolve with changing pedagogical trends and technological advancements. In order to delve deeper into the nuances of English language teaching, researchers often pose questions that investigate various aspects of languageacquisition, pedagogy, assessment, and technology integration. This article will explore five key research questions in the field of English language teaching that are currently being studied and explored by scholars.Research Question 1: What impact does teacher feedback have on student language acquisition?One of the fundamental questions in the field of English language teaching is the effectiveness of teacher feedback on student language acquisition. Researchers are interested in exploring the different types of feedback that teachers provide to students, such as corrective feedback, formative feedback, and summative feedback, and the impact that these various types of feedback have on student language learning. Studies have shown that timely and specific feedback can help students improve their language skills, but there is still ongoing research on the most effective feedback strategies for promoting language acquisition.Research Question 2: How do different teaching methodologies influence student motivation and engagement in English language learning?Another important research question in English language teaching is how different teaching methodologies impactstudent motivation and engagement. Researchers are interested in exploring the effectiveness of traditional teaching methods, such as grammar-translation and direct instruction, as well as more modern approaches, such as communicative language teaching and task-based learning. Studies have shown that student motivation and engagement are crucial factors in language acquisition, and researchers are actively investigating how different teaching methodologies can foster a positive learning environment for students.Research Question 3: What role does technology play in English language teaching?In the digital age, technology has become an integral part of English language teaching, with a wide range of digital tools and resources available to both teachers and students. Research in this area seeks to examine the impact of technology on language learning outcomes, as well as the effectiveness of various technological tools, such as language learning apps, online resources, and virtual classrooms. Researchers are also interested in exploring how technology can be integrated into the language classroom to enhance student engagement and promote interactive learning experiences.Research Question 4: How can assessment practices in English language teaching be improved?Assessment is a critical component of English language teaching, as it helps teachers evaluate student progress and determine areas for improvement. Research in this area explores the various assessment practices used in language classrooms, such as formative assessment, summative assessment, andself-assessment, and seeks to identify ways in which assessment practices can be improved to better meet the needs of students. Researchers are also interested in investigating how alternative forms of assessment, such as portfolios, projects, and peer feedback, can be integrated into language teaching to provide a more holistic view of student learning.Research Question 5: What are the challenges faced by English language teachers in diverse and multicultural classrooms?English language teachers often work with students from diverse cultural and linguistic backgrounds, presenting unique challenges and opportunities in the language classroom. Research in this area seeks to explore the challenges faced by teachers in multicultural classrooms, such as language barriers, cultural differences, and varied learning styles, and investigatesstrategies for promoting inclusivity and equity in language teaching. Researchers are also interested in examining how teachers can provide culturally responsive instruction and create a supportive learning environment for all students, regardless of their background.ConclusionEnglish language teaching is a multifaceted field that encompasses a wide range of topics and issues, from language acquisition and pedagogy to assessment and technology integration. By posing research questions that delve into these various aspects of language teaching, scholars can gain a deeper understanding of the complexities of language learning and explore innovative strategies for promoting student success. The five key research questions discussed in this article represent just a small sampling of the diverse and evolving research topics in English language teaching, and illustrate the ongoing commitment of researchers to advancing the field through empirical inquiry and critical analysis.篇35 Research Questions on English Teaching1. How do different teaching methods impact students' English language acquisition?One potential research question in the field of English teaching is an investigation into how various teaching methods impact students' language acquisition. Researchers could compare the effectiveness of traditional methods, such as grammar translation or direct instruction, with more modern approaches, like communicative language teaching ortask-based learning. By analyzing the outcomes of students who have been exposed to different teaching methods, researchers could identify which approaches are more successful in fostering language proficiency.2. What role does technology play in English language teaching?Another interesting research question concerns the role of technology in English language teaching. With the increasing prevalence of digital tools and resources, educators are constantly exploring ways to integrate technology into their teaching practices. Researchers could examine the use of online platforms, mobile apps, or virtual reality in language instruction and assess their impact on student engagement, motivation, and language learning outcomes.3. How can cultural competence be integrated into English language teaching?Cultural competence is an essential aspect of language learning, as language is deeply connected to culture. A research question on this topic could focus on how educators integrate cultural content into their English teaching curriculum. Researchers could investigate the effectiveness of cultural lessons, intercultural activities, and teaching materials that promote cross-cultural understanding and sensitivity. By examining the relationship between language and culture in the classroom, educators can better prepare students to interact with speakers of English from diverse backgrounds.4. What are the best strategies for teaching English as a second language to young learners?Teaching English as a second language to young learners presents unique challenges due to their developmental stage and cognitive abilities. A research question in this area could explore the most effective strategies for teaching English to children, considering factors such as age-appropriate activities, language input, and classroom management techniques. Researchers could investigate the impact of storytelling, songs,games, and visual aids on young learners' language acquisition and overall language proficiency.5. How can assessment practices in English language teaching be improved?Assessment is an integral part of the English teaching process, as it provides valuable feedback on students' language skills and progress. A research question on this topic could focus on how assessment practices can be improved to better measure students' language proficiency. Researchers could explore the use of formative assessment, self-assessment tools, and innovative assessment methods that go beyond traditional exams and standardized tests. By developing more effective assessment practices, educators can support their students in achieving linguistic competence and communicative skills in English.Overall, these research questions highlight some of the key areas of interest in the field of English language teaching. By investigating these topics, educators and researchers can contribute to the advancement of teaching practices and the enhancement of students' language learning experiences.。

1. 這個質化研究的具體研究問題為：探討電子遊戲對青少年運動習慣的影響2.資料收集方法本研究透過深度訪談的研究方法,探討電子遊戲對青少年運動習慣的影響，通過一個相對長的時間以聊天的形式交流，讓他們更容易放鬆自己。

深度訪談是一個有目的的會談，是由我們研究者引導對象來談話，從而蒐集他們的語言資料，用來了解研究對象對事物的態度和詮釋，通過更深層的訪談，可以從受訪者很多不經意地言語中蒐集到我們想要的信息。

研究是以目標取樣的方法，選取一個青少年和青少年的家長為研究對象。

樣本的選取是考慮這個目標能夠代表當今社會的青少年和家長以及他們在對待同一個問題上的態度，通過訪談來了解他們是否認為電子遊戲對青少年運動習慣有影響或是玩電子遊戲能夠更好地幫助青少年加強外出運動。

訪談的時間十一月三號的下午三點鐘，訪談地點是約在受訪人的家中。

訪談地點約在家中是因為在受訪人熟悉能夠給他們安全感的環境下，他們能夠更加容易的說出自己內心真實的想法不會侷促。

3.資料分析方法本研究是採用綜合應用類屬進行資料分析。

首先，閱讀和電子遊戲對青少年運動習慣的影響的相關文獻，記錄下有利的問題，和編碼接著進行目標取樣，選取合適的人選進行採訪。

与受訪人進行時間場所的確定和進行深度訪談。

接着把深度訪談過後的錄音轉錄，進行歸類總結和發展代碼。

例如深度訪談后轉錄錄音，轉錄出來的轉錄稿最後進行總結發展代碼，通過發展的代碼來進行代碼統一建立一個自己的代碼系統，在本研究深度訪談中就採用的是綜合的類屬進行的資料分析，包括了個人因素，家庭因素，時間因素，學校因素，同學因素，社會因素，商業因素和團隊因素。

B：如果是不玩電子遊戲的話那麼時間就會多一點咯，就可以拿來做其他的事情啦，比如看書，或是外出運動。

A：有時候同學一起聊自己在家玩的遊戲覺得好玩大家就會一起玩咯，然後看誰玩的厲害，要是有誰玩的不厲害就會被其他同學笑咯。

從深度訪談中能夠分析到這個就是時間因素和同學因素，因為玩電子遊戲佔了很多的時間導致沒有足夠的時間外出運動，而因為怕自己玩遊戲玩的不好怕同學笑話而在家裡練習從而減少了運動的時間和頻率，以至於改變了孩子的運動習慣。

研究的问题初中英语作文1. Research question: What are the potential benefits of studying abroad?Well, studying abroad can broaden your horizons and expose you to different cultures, languages, and ways of thinking. It can also help you develop independence, adaptability, and problem-solving skills. Plus, it looks great on your resume and can give you a competitive edge in the job market.2. Research question: How does social media affect teenagers' mental health?Social media can have both positive and negativeeffects on teenagers' mental health. On one hand, it can provide a sense of connection and support, but on the other hand, it can lead to feelings of inadequacy, anxiety, and depression. It's important for teenagers to find a balance and use social media in a healthy way.3. Research question: What impact does climate change have on wildlife?Climate change is causing shifts in temperature and weather patterns, which can disrupt ecosystems and threaten the survival of many species. Wildlife populations arefacing challenges such as habitat loss, food scarcity, and increased competition for resources. It's crucial for us to take action to mitigate the effects of climate change and protect our planet's biodiversity.4. Research question: How does exercise benefit our physical and mental health?Exercise has numerous benefits for both our physicaland mental health. It can help improve cardiovascular health, strengthen muscles, and boost immunity. On the mental health side, exercise can reduce stress, anxiety,and depression, and improve mood and cognitive function. So, it's important to make physical activity a regular part of our routine.。

英文问题研究计划回答Research Plan on English Language Issues.Introduction.The study of English language issues is crucial in today's interconnected world, where English serves as a common language of communication and a key to global understanding. This research plan aims to explore various linguistic, cultural, and educational aspects of the English language, focusing on areas such as language evolution, language barriers, and effective teaching methods.Research Objectives.1. To analyze the historical and cultural influences on the evolution of the English language.2. To investigate the impact of language barriers oninternational communication and cross-cultural understanding.3. To explore innovative teaching strategies to improve English proficiency among learners.Methodology.This research plan will employ a mixed-methods approach, combining quantitative and qualitative research techniques. Primary data will be collected through surveys, interviews, and observations, while secondary data will be sourced from existing literature and research studies.Research Questions.1. How have historical and cultural factors shaped the evolution of the English language?2. What are the most significant language barriers in international communication, and how can they be overcome?3. What innovative teaching methods are effective in improving English proficiency among learners?Expected Outcomes.The expected outcomes of this research include:1. A comprehensive understanding of the historical and cultural influences on the development of the English language, providing insights into its linguistic diversity and global influence.2. Identification of key language barriers in international communication and strategies to overcome them, promoting cross-cultural understanding and effective collaboration.3. Identification of innovative teaching methods that are effective in improving English proficiency among learners, informing education policy and practice.Conclusion.In conclusion, this research plan aims to address important issues related to the English language, focusing on its historical and cultural evolution, language barriers in international communication, and effective teaching methods. Through a mixed-methods approach, this study expects to provide valuable insights into the English language and its role in global understanding and communication. The findings of this research willcontribute to the field of linguistics, education, and international relations, informing policy and practice in these areas.。

研究报告五下范文400字问题提出英文回答：Research Report Outline V.1. Research Question:What are the key factors that influence the success of research and development (R&D) projects?2. Literature Review:(Summarize the key findings of at least three academic journal articles on the topic of R&D project success factors.)。

3. Methodology:Research Design: Describe the research design thatwill be used to investigate the research question.Data Collection: Outline the methods that will be used to collect data.Data Analysis: Explain the analytical techniques that will be used to analyze the data.4. Expected Outcomes:Discuss the expected outcomes of the research study, including any potential contributions to the field of R&D project management.5. Research Impact:Describe the potential impact of the research findings on R&D practices and policies.6. Timeline:Provide a timeline for the completion of the research study.7. Budget:Outline the budget for the research study.8. References:List all references used in the research report.中文回答：研究报告五下范文 400 字。

research questions对比型【独立研究和团队研究的优劣势对比】引言：研究是人类认识世界和推动社会进步的重要手段之一。

在进行研究时，常见的两种模式是独立研究和团队研究。

独立研究是指个体研究人员独自进行的研究工作，而团队研究则是由多人组成的研究团队共同合作完成的研究工作。

本文将对独立研究和团队研究的优劣势进行对比，旨在帮助读者了解不同研究模式的特点和适用场景。

一、独立研究的优势1.1 自主性与个人创造力独立研究强调个体的自主性，研究者能够自主选择研究主题、方法和进度，并发挥个人的创造力。

这种自主性使独立研究在新领域或前沿课题的探索中具有独特的优势。

1.2 快速决策与灵活性独立研究可以快速进行决策并调整研究方向，无需经过团队协商和决策过程。

研究者可以根据个人的发现和兴趣，灵活地调整研究方法和目标，提高研究效率和创新性。

1.3 个人成就和学术声誉独立研究的成果完全归功于个体研究者，其学术声誉和个人成就将直接受到认可。

这种独立的成就感和声誉对于个体研究人员的职业发展和学术地位有着积极的促进作用。

二、团队研究的优势2.1 分工与合作团队研究能够充分发挥团队成员的专长，分工协作、合理资源利用，提高研究的深度和广度。

研究团队成员之间的合作可以带来不同视角的碰撞和交流，从而促进创新思维和研究成果的提升。

2.2 多元学科融合和综合分析团队研究常常由来自不同学科背景的研究者组成，他们能够将各自的专业知识和技能进行融合，从而完成更综合的研究。

多元学科的交叉和综合分析可以提供更全面的研究视角，有利于解决复杂问题。

2.3 大规模数据处理和实验资源团队研究通常涉及更大规模的数据处理和实验资源，可以采用更复杂和深入的研究设计，提供更准确和可靠的研究结果。

此外，团队合作还有助于共享和整合各种资源，提高研究工作的效率和可行性。

三、独立研究与团队研究的比较3.1 研究主题选择和创新性独立研究侧重于个体研究者的自主选择和创造力，而团队研究更注重团队的共同目标和协作效能。

Research Question Examples1. General Subject: Climate ChangeFocus 1: current warming trends are related to human activityFocus 2: current warming trends are related to gov’t./industry/economy Argument: the role of gov’t. / industry / economy affect climate changeResearch Questions: How can [we] account for the U.S. government’s withdrawal from the Kyoto Protocol and its effect on global warming?To what extent does government policy play a role in climate change?2. General Subject: Affirmative ActionFocus 1: necessary to even the playing fieldFocus 2: unfairly discriminates and may actually harm population intended to help Argument: AA is harmful to the population it is intended to benefitResearch Question: To what extent does Affirmative Action harm the population it is intended to benefit?3. General Subject: U.S. – Iraqi RelationsFocus 1: U.S. Cold War foreign policyFocus 2: Persian Gulf War (1991)Argument: The end of the Cold War was a primary cause of the 1991 Persian Gulf War. Research Question: To what extent was the end of the Cold War a primary cause of the 1991 Persian Gulf War?4. General Subject: Effect of the Iraq War on the Middle EastFocus 1: Iraq War was a successful attempt to control world terrorismFocus 2: Iraq War was a counter productive political measure with lasting negative effects on a world scaleArgument: Iraq War produced more political problems than it solved.Research Question: To what extent was the war in Iraq a successful attempt to contain world terrorism?5. General Subject: Political Talk RadioFocus 1: effect of talk radio on political discourse in the United StatesFocus 2: rise in number of conservatively focused talk radio showsArgument: Preponderance of conservative talk radio shows may serve to repress healthy and balanced debate on public issuesResearch Question: [How can we effectively] evaluate the ways in which conservative talk radio actually strengthens or contributes to nuanced discussions of politics in the United States.6. General Subject: Right to DieFocus 1: right to refuse medical treatmentFocus 2: right to pursue assisted suicideArgument: people should have a right to choose death over life sustaining medical treatmentResearch Question: To what extent should a human rights policy include a position that allows individuals to determine their right to die with dignity?7. General Subject: Zero Tolerance PoliciesFocus 1: evaluate effectiveness of zero tolerance policies in public schoolsFocus 2: have zero tolerance policies made a difference in school safetyResearch Question: To what extent did the Gun Free Schools Act of 1994 impact the development of zero tolerance policies in U. S. public schools?8. General Subject: College Entrance ExamsA. I am studying college entrance exams because I want to find out how important standardized tests are to college admission.B. I am studying college entrance exams because I want to find out how important standardized tests are to college admission in order to understand how fair the admissions process is.Research Question: To what extent do standardized tests, which may inaccurately predict long-term success, cause inequities in the financial aid and college admissions process?9. General Subject: Civil Liberties in the War on TerrorismFocus 1: improving national securityFocus 2: infringing on civil libertiesArgument: War on terrorism infringes on civil libertiesResearch Question: To what extent has the war on terrorism infringed upon the civil liberties of private citizens?10.General Subject: Iraqi and U. S. RelationsFocus 1: Democratic process in Iraq = positive democratic development in otherArab countriesFocus 2: US led occupation is bolstering terrorist organizations and their ability toattract new resultsResearch Question: To what extent does US intervention in Iraq contribute to anti-US sentiment?11. General Subject: Political Talk RadioFocus 1: overwhelmingly conservative talk radio has resulted in an unhealthy right wing discourseFocus 2: although predominately conservative, talk radio has fostered increasedinterest and political discourseResearch Question: To what extent has conservative talk radio contributed to right wing unilateral foreign policy?12. General Subject: Beauty and Body ImageA. the increase in cosmetic surgery in the U.S.B. the increase in teenage cosmetic surgeryC. the increase in media attention on physical perfectionArgument: increase in media attention has caused overuse and unhealthy use of cosmetic surgery RQ: To what extent has media coverage and parental/adult behaviors influenced teenagers to see cosmetic surgery?13. General Subject: Right to DieFocus 1: power to decide one’s mortal destinyArgument: individual patient should have power to decide his/her right to dieRQ: To what extent should government policy dictate an individual patient’s right to die.14. General Subject: Genetic TestingFocus 1: genetic testing can predict illness and allow for medical interventions or precautionsFocus 2: genetic testing provides justification for discriminationRQ: While genetic testing can have worthwhile applications, who should be empowered to determine and monitor its uses?。

Research Questions in Design-Based ResearchArthur BakkerFreudenthal InstituteUtrecht University***************August 25, 2014Design-based research (DBR) is a relatively new method in the learning sciences (Anderson & Shattuck, 2012; Brown, 1992; also see special issues in Educational Researcher, 2003; Educational Psychologist, 2004; Journal of the Learning Sciences, 2004). For older and more established methods such as randomized controlled trials (RCTs), the argumentative logic has already been worked out more clearly (Cobb et al., in press). Several predominantly qualitative approaches such as ethnography, case studies and action research have been around so long that they are discussed in most research methods books (Creswell, 2007; Denscombe, 2007), but DBR has not yet reached this stage. Despite its potential and importance for the improvement of education and educational research (Plomp & Nieveen, 2007; Van den Akker et al., 2006), there is thus still some way to go.In this document I focus on the topic of research questions. Many design-based researchers struggle with formulating good research questions, and in many cases the debate on formulations continues until the end of a project. To some extent this inherent in qualitative research approaches, but in DBR the situation seems more poignant. I address the issue of what counts as a good research question, summarize some of the discussion points and propose an argumentative structure that seems to work for the type of DBR that our students in mathematics and science education do. I do not rehearse the main characteristics of DBR (see Bakker & van Eerde, 2014; Cobb et al., 2003).Criteria for Research QuestionsWhat counts as a good research question?1.It addresses a knowledge gap (it makes no sense to ask a question if the answer is alreadyknown)2.The question should be pragmatically and theoretically relevant (otherwise: why put somuch effort and resources into the research?)3.Its main concepts are precise and anchored in the literature.4.It should be manageable: it is answerable by means of research within a reasonable timeframe and available resources.5.Its formulation should help the reader envision the type of research carried out (descriptive,evaluative, design-oriented, advisory etc.)6.Taken together, answering research (sub)questions should lead to an answer of the mainresearch question. In some situations, subquestions are not required. Avoid more than four subquestions because readers find it hard to digest too many questions.Moreover, most researchers prefer one main question over two or more. They argue that one is always more general or important than the other. However, in some cases, it is artificial to formulate one question, for example if two questions can be answered by means of two subsequent studies. In that case, it may be possible to formulate one overall aim rather than a main research question.These are general criteria. In the case of DBR it is important to decide whether you want a descriptive, evaluative, predictive or advisory answer. Technically speaking, asking about characteristics of a learning process or strategy is a descriptive question. Asking about how something can be accomplished is an advisory question.In my view, the main question should not be a design-oriented question, but it is fine to have a subquestion that requires a design-oriented answer: Research aims to provide new knowledge, not just a product. But a new design can be required to provide this new knowledge. Hence, the answer to one of the subquestions could be the design of a unit, strategy, course or approach.Discussion PointsCharacteristics versus how questionsThere seem to be two broad types of research questions in DBR. The first is to ask about characteristics of some kind of intervention. For example:What are characteristics of valid and effective teaching and learning strategy to teach students about correlation and regression in such a way that they experience coherence between mathematics and the natural sciences? (Dierdorp, 2013)What are the design characteristics for a practicable and effective learning, supervising and teaching strategy that enables VMBO students to recognize the functionality of biological knowledge of reproduction in work placement sites? (Mazereeuw, 2013)One advantage of such a formulation is that it is through such characteristics that generalization can take place: if we know the key characteristics that make a strategy (unit, module, instructional sequence) work, then another researcher can try to make other strategies for other topics or domains with similar characteristics. It is assumed that similar results can then be expected.The second type of research question in DBR is the how question, for example:How can a learning-and-teaching strategy, aimed at the flexible use of biological concepts through recontextualising, be structured? (Wierdsma, 2012)How can students be empowered in their opinion forming on personal and societal implications of genomics?How can students be fostered in their connecting of gene as a molecular-level concept to phenomena at higher levels of biological organization?(reformulations of Van Mil’s, 2013, main questions)One advantage of such how questions is that they ask what most design-based researchers want to know: how particular learning goals can be achieved. In many cases, they are dissatisfied with how particular topics are typically taught or introduced in the curriculum. They have an innovative idea about how to teach them alternatively, or they even argue that new learning goals need to beachieved. Without satisfying examples in natural settings, they deliberately need to be designed and researched.A possible point of critique on how questions is the rebuttal, But learning goals can be achieved in thousands of ways, why would you be happy with one way? How questions are so open and broad. Even if it is not possible to find the best way, don’t you want to find at least an effective and efficient way? The design researcher could answer, OK, but in our case, there is nothing to compare with so we are happy with anything that works. Only then can we compare with other ways, but first we need a route to particular endpoints. Such design researchers are successful once they have provided a proof of principle or a proof of existence. It is possible. The next step is to improve effectiveness and efficiency, scale up, compare alternatives et cetera. But this phase should not be skipped. It is only in this later stage that evaluative or comparative research is sensible, and that true experiments such as RCTs are useful.A possible point of critique on characteristics questions is the rebuttal: How do you know which characteristics ensure the success of your intervention? Can the results really be attributed to the characteristics you identified?Moreover, design researchers typically try to enact particular characteristics they think are worth exploring or enacting. In that case it would be circular to ask about characteristics of a design that were intended. It may also sound odd to ask about characteristics of a unit that does not yet exist. Last, it has been shown that educational units designed to have similar characteristics can have very different effects. For example, Amettler, Leach, and Scott (2007) compared units with similar characteristics, but found that one of them did not work. Apparently, many different factors or characteristics are at stake that codetermine whether a unit is effective.Personally I have a preference for how questions. In whatever formulation, we further need to ensure that we give an answer to the question. The characteristics variant is a descriptive question and requires a descriptive answer: a well-argued list of characteristics that matter. The how question requires a predictive or advisory answer: a well-argued strategy or hypothetical learning trajectory with empirical support.A Possible Structure of DBR Research QuestionsIn this section, I propose a structure that seems to work for DBR projects as carried out by master and PhD students at our institute in classroom-based research i. Whether it works for professional development or larger scale projects needs to be thought through and tested empirically.The main question of a DBR project often has this structure:How can learning goal X be achieved for a particular group of learners (in particular conditions or under particular constraints)?The question may also take shape of solving a particular problem: How can the problem Y be solved?To answer this main question, a sensible list of research questions could be:1.What is an appropriate learning goal….?Based on the literature and expert opinion what would be a suitable learning goal for aparticular group of learnings?2.How can this learning goal be achieved? What is a teaching-learning strategy that wouldhelp students to achieve this goal? (or help teachers to support students in achieving thatgoal)?3.How well was this strategy/trajectory implemented?4.What were the effects of this intervention?The first question is only necessary if such a learning goal needs to be formulated. For example, Cobb (1999) did thorough reading to arrive at statistical distribution as suitable learning goal. Bakker (2004) concluded after several cycles of DBR that sampling should be added to this learning goal to prevent the one-sidedness in the Cobb et al. research.Some design researchers may consider question 2 to be the heart of their work. Arriving at an answer is certainly a very time-consuming and creative process. The answer typically takes the form of a strategy description, an HLT or scenario. However, DBR is more than design—it is predominantly research, so it is still an empirical question how well the strategy worked. To this end we need to check whether the strategy or HLT was implemented as intended. If not, then it is impossible to attribute effects to the strategy. If yes, by and large, the effects found can be linked to the intentions.Effects ideally include more than learning results on some tests (e.g, pre-posttests). Researchers may also have other aims such as raising interest, improving attitude, motivation, engagement or particular forms of interaction.For DiscussionLet’s consider some examples for further learning.Here is a set of questions written by a student:Main question: what learning and teaching activities can be designed that stimulate biology undergraduates in planning experiments and choosing appropriate tools that can gather the data needed to answer a research question in molecular biology?In order to answer this research question the following sub-questions are formulated:1.What knowledge and skills should first year biology undergraduates have with respect to designingexperiments in molecular biology?2.What characteristics of a learning and teaching activity can be identified that can support students inan explicit and scaffolded manner in this aspect?3.Does the developed learning and teaching activity indeed support students in learning to designexperiments in molecular biology?There is som ething odd with the main question due to its focus on “can be designed”.The student’s first attempt to improve this was: What are adequate learning and teaching activities that support biology undergraduates in designing experiments in molecular biology?Still, a problem of this main question is that the main focus of the answer to this question is the description of activities. The design seems more important than the research, whereas research should lead to new knowledge. In this formulation the effectiveness (“that stimulate…”) seems of secondary importance. Moreover, the second question can only be answered once the main question has been answered. Identifying characteristics of the activity is only possible once the activities (or activity – set of questions is not consistent here) have been designed. The third question is a yes-no question, which is ideally avoided.She also tried the form of a hypothesis:The hypothesis underlying this study is: a problem-solving based educational approach can scaffold undergraduate biology students in designing experiments in molecular biology.In order to test this hypothesis, four sub questions are formulated, which are:1.What are the features of a Hypothetical Learning Trajectory (HLT) and according learning activitiesthat scaffold students in a problem solving approach for designing experiments in molecular biology?2.How do students progress through the different learning activities of the designed lesson?3.What are the effects of the learning activities on how students design experiments in molecularbiology?4.What are students’ reflections on their learning process regarding the design of experiments inmolecular biology?To test the hypothesis it should be enough to design such an approach that works. Questions 1, 2 and 4 seem unnecessary for testing this hypothesis. Apparently, the student wanted to know more, for example how to improve her first design.As a how question:How can problem-solving based learning activities scaffold undergraduate biology students in learning to design experiments in molecular biology?∙Subquestion 1: what knowledge and skills do undergraduate biology students need with respect to designing experiments in molecular biology?Answer based on theory and intervews∙Subquestion 2: how can students learn these knowledge and skills?Answer: HLT∙Subquestion 3: What are the effects of the developed learning activities on students learning of designing experiments in molecular biology?Answer: pretest-teaching experiment-posttest resultsRemarks: The main question works well as a DBR question. One problem with the second question is that it is now more general than the main question, whereas subquestions need to be more specific. This should not be too difficult to change though.ReferencesAmetller, J., Leach, J., & Scott, P. (2007). Using perspectives on subject learning to inform the design of subject teaching: an example from science education. The Curriculum Journal, 18(4), 479-492.Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41, 16-25.Bakker, A., & van Eerde, H. A. A. (2014). An introduction to design-based research with an example from statistics education. In A.Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.). Doing qualitative research: Methodology and methods in mathematics education. Berlin: Springer.Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the learning sciences, 2, 141-178.Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.Creswell, J. W. (2007). Qualitative inquiry and research design. Choosing among five traditions (2nd ed.). Thousand Oaks, CA: Sage. Denscombe, M. (2007, 3rd ed). The good research guide. Maidenhead, UK: Open University Press.Dierdorp, A. (2013). FIsme thesis.Educational Researcher (2003). Special issue on design-based research collective.Educational Psychologist (2004). Special issue design-based research methods for studying learning in context.Mazereeuw, M. (2013). FIsme thesisJournal of the Learning Sciences (2004). Special issue on design-based research, 13(1), guest-edited by S. Barab and K. Squire. Plomp, T., & Nieveen, N. (Eds.) (2007). An introduction to educational design research. Enschede, the Netherlands: SLO.Van den Akker, J., Gravemeijer, K., McKenney, S. & Nieveen, N. (Eds.) (2006). Educational design research. London: Routledge. Van Mil, M. (2013). FIsme thesis.Wierdsma, M. (2012). FIsme thesis.i I thank Prof. Karel Stokking for interesting conversations on this topic. This structure has been inspired by his ideas. I also thank Christine Knippels and Paulien Postma for discussing and testing the structure.。

What Makes aGood ResearchQuestion?What is a Research Question?A research question guides and centers your research. It should be clear and focused, as well as synthesize multiple sources to present your unique argument. Even if your instructor has given you a specific assignment, the research question should ideally be something that you are interested in or care about. Be careful to avoid the “all-about” paper and questions that can be answered in a few factual statements.Examples:1. For instance, the following question is too broad and does not define the segments of the analysis:Why did the chicken cross the road?(The question does not address which chicken or which road.)2. Similarly, the following question could be answered by a hypothetical Internet search:How many chickens crossed Broad Street in Durham, NC, on February 6, 2014?(Ostensibly, this question could be answered in one sentence and does not leave room for analysis. It could, however, become data for a larger argument.)3. A more precise question might be the following:What are some of the environmental factors that occurred in Durham, NC between January and February 2014 that would cause chickens to cross Broad Street?(This question can lead to the author taking a stand on which factors are significant, and allows the writer to argue to what degree the results are beneficial or detrimental.)How Do You Formulate A Good Research Question?Choose a general topic of interest, and conduct preliminary research onthis topic in current periodicals and journals to see what research hasalready been done. This will help determine what kinds of questions thetopic generates.Once you have conducted preliminary research, consider: Who is theaudience? Is it an academic essay, or will it be read by a more generalpublic? Once you have conducted preliminary research, start asking open-ended “How?” “What?” and Why?” questions. Then evaluate possibleresponses to those questions.Examples:Say, for instance, you want to focus on social networking sites. After reading current research, you want to examine to what degree social networking sites are harmful. The Writing Center at George Mason University provides the following examples and explanations:Possible Question: Why are social networking sites harmful?An evaluation of this question reveals that the question is unclear: it does not specify which social networking sites or state what harm is being caused. Moreover, this question takes as a given that this “harm” exists. A clearer question would be the following:Revised Question: How are online users experiencing or addressing privacy issues on such social networking sites as Facebook and Twitter?This version not only specifies the sites (Facebook and Twitter), but also the type of harm (privacy issues) and who is harmed (online users).While a good research question allows the writer to take an arguable position, it DOES NOT leave room for ambiguity.Checklist of Potential Research Questions in the Humanities (from the Vanderbilt University Writing Center):1) Is the research question something I/others care about? Is it arguable?2) Is the research question a new spin on an old idea, or does it solve a problem?3) Is it too broad or too narrow?4) Is the research question researchable within the given time frame and location?5) What information is needed?Research Question in the Sciences and Social SciencesWhile all research questions need to take a stand, there are additional requirements for research questions in the sciences and social sciences. That is, they need to have repeatable data. Unreliable data in the original research does not allow for a strong or arguable research question.In addition, you need to consider what kind of problem you want to address. Is your research trying to accomplish one of these four goals?11) Define or measure a specific fact or gather facts about a specific phenomenon.2) Match facts and theory.3) Evaluate and compare two theories, models, or hypotheses.4) Prove that a certain method is more effective than other methods.Moreover, the research question should address what the variables of the experiment are, their relationship, and state something about the testing of those relationships. The Psychology department at California State University, Fresno, provides the following examples and explanations:1 David Porush, A Short Guide to Writing About Science. (New York: Harper Collins, 1995), 92-93.Examples:Possible research question: Are females smarter than males?This question delineates the variables to be measured: gender and intelligence. Yet, it is unclear how they will be evaluated: What method will be used to define and measure intelligence?Revised question: Do females age 18-35 score higher than adult males age 18-35 on the WAIS-III? (The WAIS-III is a standardized intelligence test.)This research question produces data that can be replicated. From there, the author can devise a question that takes a stand.In essence, the research question that guides the sciences and social sciences should do the following three things:21) Post a problem.2) Shape the problem into a testable hypothesis.3) Report the results of the tested hypothesis.There are two types of data that can help shape research questions inthe sciences and social sciences: quantitative and qualitative data.While quantitative data focuses on the numerical measurement andanalysis between variables, qualitative data examines the socialprocesses that give rise to the relationships, interactions, andconstraints of the inquiry.Writing After the Research QuestionThe answer to your research question should be your thesis statement. Keep in mind that you will most likely continue to refine your thesis statement as you conduct and write about your research. A good research question, however, puts you well on your way to writing a strong research paper.Helpful Links•/?p=307•/writing/manage/wp-content/uploads/2013/06/Formulating%20Your%20Research%20Question.pdf •/online-writing-center/resources/research/research-paper-steps/developing-questions/•/psy144/Content/Science/researchquestion.html2 Lee Cuba, A Short Guide to Writing About Social Science, third edition. (New York: Addison-Wesley Educational Publishers, Inc., 1997), 70-71.。

put forward research questions as follows
摘要：
1.提出研究问题
2.详细解答这些问题
正文：
研究问题的提出是我们进行科学研究的第一步，有了明确的研究问题，我们才能有针对性地进行后续的研究工作。

本文将提出以下几个研究问题：首先，我们需要探讨的是如何在研究过程中确保研究的科学性和客观性。

科学性和客观性是科学研究的生命线，离开了这两点，我们的研究就会失去意义。

因此，我们需要提出一系列的方法和策略，以确保我们的研究是科学的，客观的。

其次，我们将研究如何提高研究的效率。

在科研工作中，时间是非常宝贵的。

因此，我们需要研究如何在有限的时间内，提高我们的研究效率，使我们的研究能够取得更大的进展。

再次，我们将研究如何提高研究的质量。

研究的质量是评价一个研究成果的重要标准。

因此，我们需要提出一些方法，以提高我们研究的质量，使我们的研究成果能够更好地服务于社会。

最后，我们将研究如何将理论研究转化为实际应用。

理论研究的最终目的是为了服务于社会，因此，我们需要研究如何将理论研究转化为实际应用，以更好地服务于社会。