| 浅析研究性学习 |
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| 引用本文： | 薛振红.浅析研究性学习[J].邵阳学院学报(社会科学版),2002(5). |
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| 作者姓名： | 薛振红 |
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| 作者单位： | 南通师范学院外文系 江苏南通 |
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| 摘 要： | 研究性学习已被正式纳入新的《课程标准》。我们可以从自身生活和社会生活中或者直接从教材中选择课题。我们也从图书馆、网络等方面获得一些有力的参考资料。在研究性学习中 ,教师还能够对研究性学习作一定的指导 ,学生间也可以互相合作 ,共同讨论。但我们也清楚地看到学校领导、学生本身、家庭、社会等多方面的错误观念也制约着研究性学习的发展。教师素质、研究设备等多方面硬、软件的限制也在制约着研究性学习的进展 ,而且当前的评价标准还有待提高
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| 关 键 词： | 研究性学习 观念问题 教师素质 设备限制 评价标准 |
On Probing Study |
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| XUE Zhenhong.On Probing Study[J].Journal of Shaoyang University:Social Science,2002(5). |
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| Authors: | XUE Zhenhong |
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| Abstract: | Probing Study"has officially been brought into the new"Schedule Standard".We can choose the study tasks from our own lives, social lives, or directly from our teaching materials. We can also obtain some useful reference materials from the libraries and networks. During the probing study, teachers can instruct students and students can cooperate and discuss with each other. But we are aware that some wrong ideas, owned by some leaders of school, students themselves, families, society, restrict the development of probing study. The qualities of teachers and equipment for study also hold up the investigation. Most important of all, today's criteria of probing study are to be improved. |
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| Keywords: | Probing Study Conceptual problems Teachers' qualities equipment restriction Criterion |
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