| “研究性学习”的思考与实践 |
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| 引用本文： | 杨骞,张振.“研究性学习”的思考与实践[J].辽宁师范大学学报(社会科学版),2004,27(1):64-66. |
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| 作者姓名： | 杨骞 张振 |
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| 作者单位： | 辽宁师范大学,附属中学,辽宁,大连,116023 |
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| 摘 要： | 新的课程计划中设置“研究性学习”,旨在改变学生的学习方式和教师的教学观念,强调学习方式与教学方式的科学化与多样化,强调学生学习过程中的探究与过程、情感与体验、交流与合作等。目前高中实施“研究性学习”主要有3种模式：(1)课程模式;(2)学科课程中“研究性学习”课题模式;(3)学科教学中的渗透模式。
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| 关 键 词： | “研究性学习” 课程改革 学习方式 教学观念 |
| 文章编号： | 1000-1751(2004)01-0064-03 |
| 修稿时间： | 2003年5月6日 |
Consideration and Practice of "Research-based Learning" |
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| YANGQian,ZHANGZhen.Consideration and Practice of "Research-based Learning"[J].Journal of Liaoning Normal University(Social Science Edition),2004,27(1):64-66. |
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| Authors: | YANGQian ZHANGZhen |
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| Abstract: | The new curricular plan starts a subject called "Research-based Learning" which aims to change the learning mode of students and the teaching concept of teacher. It emphasizes scientific and diversified learning modes as well as teaching modes. In students' learning process, it also stresses the exploration and process, emotion and experience, communication and cooperation, and so on. Currently, three patterns of "Research-based Learning" are implemented. They are:(1) curricular pattern; (2) "Research-based Learning" pattern in subject curriculum; (3) permeable pattern in subject teaching. |
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| Keywords: | Research-based Learning" curricular reform learning mode teaching concept |
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