摘要
探究性学习是课程改革中变革传统教与学方式的一个重要突破口。目前我国探究性学习的理论探索进入高原期,教学实践亟待突破。近期美国高中生物探究性学习相关研究显示,探究性学习是涵盖"做研究"的学习方式,具备由学生提出高层次质疑驱动、实现深层次理解、增强学习满足感的特征。我国一线教学工作者需在厘清做研究与探究性学习之关系、明确师生角色、提升探究能力和指导探究性学习教学之能力、挖掘与整合资源方面提升,以便在教学实践中有所突破。
Inquiry learning is an important breakthrough for shifting teaching and learning in curriculum reform. However, the theory exploration on inquiry learning appears to reach the plateau phrase and the teaching practice needs to be improved. The recent studies on inquiry learning in American high schools biology teaching showed that the inquiry learning supports academic research and is a high quality query- driven process which achieves deep understanding and emotional satisfaction. The teachers at home need to promote teaching quality through distinguishing the relationship between academic research and inquiry learning, clarifying the roles of teachers and students, improving their inquiry ability and teaching ability, and utilizing diverse resources.
出处
《外国中小学教育》
CSSCI
北大核心
2015年第8期60-65,共6页
Primary & Secondary Schooling Abroad
基金
上海师范大学人文社会科学研究一般项目:我国东部地区高中生物创新能力培养教育的现状、问题及对策研究(A-0230-15-001033)的研究成果之一
关键词
探究性学习
生物
高中
美国
inquiry learning
biology
high school
The United States
作者简介
作者简介：李慧／上海师范大学教育学院博士后，生命与环境科学学院师资博士后（上海200234）
张民选／上海师范大学原校长，上海师范大学国际与比较教育研究院院长，教授（上海200234）
王全喜／上海师范大学生命与环境科学学院院长，教授（上海200234）
