16 Questions on Flagship Projects

Name: 16 Questions on Flagship Projects
ISBN: 9787567568884

潘国青 / 杨四耕 / 崔春华East China Normal University Press · ChinaJun 2018

3.8

Word count: 146K words
Chapters: 20
ISBN: 9787567568884

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Summary

1. Strengthen research management capacity in primary and secondary schools. 2. Use 16 questions and cases to guide schools in conducting educational research. 3. Accessible and easy to understand, ready for practical application after reading.

Editor's review

Leading Project 16 Questions is a systematic review and in-depth explanation of the core concept of the "leading project" in regional educational research, based on author Pan Guoqing's years of practice in educational research management. This is not a general work of educational theory but a highly practical "methodological guide." It precisely addresses a widespread concern in regional educational research: how to establish a core project that can lead the overall situation and, like one move in chess that affects the whole board, influence everything else. Using 16 key questions as threads, Pan analyzes layer by layer, from "What is a leading project?" and "How to select a topic and establish a project?" to "How to advance implementation and summarize and refine findings?" constructing a logically rigorous practical framework. Its value lies in translating abstract principles of research management into concrete paths and strategies, reflecting the author's deep practical wisdom and capacity for theoretical reflection. For readers, the book's most prominent value lies in its strong "problem-oriented" and "solution-oriented" character, which can effectively help educational administrators and research backbone personnel move beyond trivial matters, focus on the core, and enhance the foresight and systematicness of research planning and leadership. The writing is plain, the examples are detailed, and it avoids the obscurity common in academic works, making professional thinking clear and tangible.

Who it's for

A good fit for

Regional educational research administrators (e.g., researchers at academies/institutes of educational science, research supervisors in education bureaus)
School leaders and research office directors responsible for educational research in primary and secondary schools
Backbone teachers committed to leading school or subject development through project research
Graduate students in educational management at normal universities and practice-oriented researchers

Not a good fit for

Frontline teachers seeking specific subject teaching techniques or classroom activity designs
General readers with no interest in educational management or macro-level research planning

Reading tips

It is recommended to first read through the 16 questions to establish an overall framework, then select relevant chapters for close reading and reflection based on current bottlenecks in one's own work.
While reading, compare the content with project plans currently being planned or carried out in one's region or school, and try using the book's analytical framework for diagnosis and optimization.
Pay special attention to the case analyses and tool templates provided in the book; these are bridges connecting theory and practice and are highly valuable for reference.

About the publisher

East China Normal University Press China · Founded in 1957

Adhering to the publishing purpose of "broad education," East China Normal University Press extends beyond its three main areas of textbooks, academic works and general-interest books, and its catalogue clearly reflects a vision that bridges Chinese and foreign humanities and social sciences. In foreign literature it offers classics such as Yasunari Kawabata's Snow Country and The Old Capital (translated by Chen Dewen), Jane Austen's Pride and Prejudice, and Rilke's annotated edition of The Notebooks of Malte Laurids Brigge (translated by Chen Zao); in architecture, Chen Congzhou's two-volume Appreciation Dictionary of Chinese Gardens; in social psychology, The Social Animal: 12th Edition; and it also includes philosophy titles, traditional-culture works such as the six-volume Paintings for the Protection of Life, and education books. Its authors include renowned Chinese and foreign writers and skilled translators, showing a publishing profile that balances classic translation, scholarly accumulation and public reading. Public information is limited; the above is based only on the books in the catalogue.

版权信息
丛书总序学校内涵发展的智慧与路径
导言一个好课题，一所好学校
问题1 究竟什么是龙头课题？对学校发展来说，龙头课题有何价值或意义？龙头课题的魅力在哪里？龙头课题真的有那么神奇吗？
问题2 龙头课题究竟从哪里来？哪些问题可以成为龙头课题的源泉？学校如何选择、确定龙头课题？
问题3 学校究竟怎样组织龙头课题研究？如何分步骤地推进龙头课题？龙头课题在研究上有哪些有效的推进策略？
问题4 如何做实做强龙头课题？如何让龙头课题引领学校全面发展？龙头课题是一成不变的吗？哪些情况下需要调整龙头课题？
问题5 如何深化龙头课题研究，促进学校内涵发展？如何通过解决学校发展过程中的关键问题促进学校的转型发展？
问题6 龙头课题与校本研修有关系吗？如何以龙头课题研究带动校本研修活动？校本研修活动如何聚焦龙头课题？
问题7 龙头课题具有某种程度的综合属性。如何将龙头课题分解为小课题群？在分解上要遵循哪些原则？
问题8 龙头课题确定之后，如何立足不同主体，围绕龙头课题抓学校教育科研工作？龙头课题能够凝聚全校教师参与教育科研吗？
问题9 学校如何让一线教师参与龙头课题研究？一线教师参与龙头课题研究有哪些具体途径或方式？
问题10 龙头课题与学校课程教学改革有关系吗？我们如何寻找学校龙头课题进课堂、入课程的切入点？如何将龙头课题的功能最大化
问题11 老牌学校做过多个龙头课题，“该研究的都研究过了，没有什么需要研究的了”。立足实际，老牌学校如何与时俱进地确立龙
问题12 学校内涵与特色发展达到相当程度之后，还需要确立龙头课题吗？还需要用龙头课题去推动学校发展吗？龙头课题如何再次成
问题13 学校工作的一个侧面可以成为龙头课题吗？一个小的切入点成为龙头课题的前提是什么？如何把一个侧面或一个小的切入点转
问题14 寻找到学校发展的突破点之后，如何由这一突破点出发确立学校的龙头课题？如何通过教育科研促进学校实现真正的突破？
问题15 学校特色发展需要品牌。如何将学校的品牌发展与龙头课题的确立与研究结合起来，不断推进学校特色发展？
问题16 一个龙头课题结题之后，如何选择新的龙头课题的切入点？如何在原有基础之上确立新的龙头课题，形成系列化的龙头课题？
编后语

FAQ

Is this book highly theoretical? Is it difficult to understand?

The theoretical discussion in this book is accessible and closely tied to practice, and the language is plain. It focuses more on providing practical frameworks and strategies than on pure theoretical deduction, so readers with some experience in educational research practice should be able to understand it well.

Which educational stage does the book mainly target?

Although the concept of the "leading project" originates in regional educational research management, its core ideas and methods (such as focusing on the core, systematic planning, and leading development) are universal. The cases in the book mostly involve basic education, so it has important reference value for administrators and researchers at all stages of basic education.

Can this book directly help me design a project proposal?

This book mainly addresses "strategic-level" issues of topic selection, positioning, and planning, rather than the "tactical-level" writing of a specific proposal. It can help you judge whether a project has "leading" potential and guide you in top-level design and systematic advancement, serving as an important prerequisite and guide for designing high-quality project proposals.

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About the author

潘国青 Author

Pan Guoqing is an author about whom limited public information is available, known mainly from bylines on education-related books. Three of his works are included in the collection, all focused on school-based educational research. Judging from the available titles, his writing centers on how primary and secondary school and kindergarten teachers can carry out educational research. Representative works include Ten Tips for Managing School Educational Research, Sixteen Questions on Leading Research Projects, and Helping Teachers Become Research Experts. These titles reveal a strongly practical orientation: using concise forms such as "tips" and "questions," they break down research management, project design, and the development of teachers' research skills into actionable steps and issues, in plain language that frontline educators can readily apply. As details of the author's life, nationality, and positions cannot be verified, this introduction is limited to an objective account of his works' subject matter and style, without further speculation.

杨四耕 Author

Yang Sigeng: publicly available information is limited, and his identity and personal history are not recorded in the library's holdings. Judging from the twelve works collected here, however, he has long focused on curriculum and teaching reform in basic education, writing for schools and teachers. His subjects center on school curriculum change, curriculum clusters, core-competency-oriented assignment design, project-based learning, and classroom research. Representative works include Breaking Through the Hodgepodge: Logical School Curriculum Change, Curriculum Clusters: A Deep Focus on Learning, Core-Competency-Oriented Assignment Design, and The Classroom Is an Attitude. His approach is practice-oriented, combining curriculum theory with school cases to offer workable ideas for curriculum planning, project research, and instructional design, making his books a useful reference for curriculum development and professional reading in primary and secondary schools.

崔春华 Author

Cui Chunhua is an author about whom limited public information is currently available. The only known work is 16 Questions on Leading Research Projects (Longtou Ket i 16 Wen), which is classified under education. Judging from the title, the book is likely to focus on “leading research projects” in educational research, using a question-and-answer format to address common concerns of frontline educators in areas such as topic selection, project design, implementation, and summary. Because only this one work is included in the database, it is not possible to confirm the author’s nationality, dates of birth and death, professional background, or other writing experience, nor to determine whether the author is a full-time researcher or a practitioner in education. Based on the available information, Cui Chunhua’s writing appears to be practical and problem-oriented, seeking to organize key aspects of educational research through a clear question-based structure and to offer readers workable approaches. Such subject matter is typically aimed at primary and secondary school teachers, teaching-research staff, and educational administrators, emphasizing the integration of research awareness into everyday teaching practice. Given the limited materials, a fuller assessment of the author’s overall style and academic influence is difficult, and readers may learn more about the author’s expressive features and focus by consulting the specific contents of 16 Questions on Leading Research Projects.