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用2005～2008年各省区基础教育领域作者的研究性学习文献发表数量,计算每万教职工发表文献篇数,作为研究性学习开展水平的绝对指标;用各省区2000～2004年基础教育水平的评分数据,通过回归分析提出研究性学习开展水平的相对指标。论证选择上述指标的科学性和合理性。运用绝对指标展现各省区研究性学习开展水平及省际差异,运用相对指标评价各省区研究性学习相对于其基础教育水平的状况。通过绝对水平和相对水平的组合、研究性学习水平与经济发展水平的组合确定开展状况的省区类型,探寻造成省际差异的原因,并对其发展提出相应建议。
Using the number of published research study articles published by authors in basic education fields of all provinces and autonomous regions from 2005 to 2008, the number of literatures published per 10,000 faculty members was calculated and used as an absolute indicator of the level of research-based learning. With the basic education levels of all provinces and autonomous regions from 2000 to 2004 Grading data, and through regression analysis, put forward relative indicators of the level of research-based learning. Demonstrate the scientific and reasonable choice of the above indicators. The use of absolute indicators to demonstrate the level of research-based learning in different provinces and provincial differences, the use of relative indicators to evaluate the status of research in each province relative to its level of basic education. Through the combination of the absolute level and the relative level, the combination of research-based learning level and economic development level, the types of provinces and autonomous regions in which the situation is carried out are determined, the reasons for the differences among different provinces are explored, and suggestions for their development are put forward.