| 论研究性学习情境中历史教师的角色转换 |
| |
| 引用本文： | 梁励.论研究性学习情境中历史教师的角色转换[J].教育学报,2003(4):28-31. |
| |
| 作者姓名： | 梁励 |
| |
| 作者单位： | 江苏教育学院,历史系,江苏,南京,210013 |
| |
| 摘 要： | 研究性学习是在教师指导下 ,学生从学科学习和社会现实生活中选择并确定自己感兴趣的研究问题 ,以自主性和探究性学习为基础 ,通过个人与他人合作的方式从事学习的一种全新模式 ,它对历史教师角色观念提出了尖锐的挑战。历史教师必须成为学生研究性学习过程的参与者 ;情感体验的培育者 ;学习方法的指导者 ;学习过程的组织者和学习资源的开发者 ,从而完成其角色的转换
|
| 关 键 词： | 研究性学习 情境 历史教师 角色 转换 |
| 文章编号： | 1002-5308(2003)04-0028-04 |
| 修稿时间： | 2002年8月29日 |
On the conversion of the roles of teachers of history in the circumstances of the research type study |
| |
| LIANG Li.On the conversion of the roles of teachers of history in the circumstances of the research type study[J].Journal of Educational Studies,2003(4):28-31. |
| |
| Authors: | LIANG Li |
| |
| Abstract: | The research type study is a brand-new mode of study, in which students, under the guidance of teachers, select, from their course study and the realistic social life, the subject matters of interest for their own study. This gives a sharp challenge to the concept of the roles of teachers of history. Teachers of history should become participants of the research type study made by the students, cultivators of emotional experience, guides furnishing the students with methods of learning, organizers of the process of study, and developers of source of learning, so as to complete the conversion of their roles. |
| |
| Keywords: | research type study circumstances teachers of history role conversion |
| 本文献已被 CNKI 万方数据 等数据库收录！ |
|
