| 大学本科研究性学习的内涵与特征 |
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| 引用本文： | 张建林.大学本科研究性学习的内涵与特征[J].湖南师范大学教育科学学报,2005,4(4):76-78. |
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| 作者姓名： | 张建林 |
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| 作者单位： | 武汉科技学院,社科系,湖北,武汉,430074 |
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| 基金项目： | 全国教育科学“十五”规划课题[FIB011332],中国高等教育学会“十五”规划重点课题[9-26-10] |
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| 摘 要： | 大学本科研究性学习既是学习方式,又是过渡性学习发展环节。它是在教师指导下,以学生作为主体从事的以学习和发展为目的的研究活动,是体现从“学习科学真理的认识过程”到“发现科学真理的认识过程”的过渡性认识发展环节,是教学从“教”到“不需要教”的中间转化环节。
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| 关 键 词： | 本科教育 研究性学习 内涵 特征 |
| 文章编号： | 1671-6124(2005)04-0076-03 |
| 修稿时间： | 2005年1月10日 |
The Connotation and the Feature of Research-based Learning of Undergraduate Education |
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| ZHANG Jian-lin.The Connotation and the Feature of Research-based Learning of Undergraduate Education[J].Journal of Educational Science of Hunan Normal University,2005,4(4):76-78. |
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| Authors: | ZHANG Jian-lin |
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| Abstract: | The research-based learning of undergraduate education is not only a form of learning but also an interim link of the development of learning. It is a research activity guided by teachers and pursued by students. It is a research activity that aims at learning and development. It is a transitional cognition link that incarnates the transformation of the students from thecognition process of studying scientific truth to the cognition process of discovering scientific truth. It is a middle conversion link from "teaching" to "no teaching". |
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| Keywords: | undergraduate education research-based learning connotation feature |
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