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如果从2000年1月教育部颁布《普通高中课程计划》提出开设研究性学习必修课算起的话,研究性学习开展到现在已经六年多了。如果作为教育实验,六年正好为高中试验的两轮。这两轮实验取得了什么成果?有什么经验教训值得我们总结?实事求是地面对研究性学习开展的现实,客观地分析我们是否具备了开展研究性学习的条件,对于研究性学习的真正展开并且内化为教师的常规教学行为,而不是一阵风一样地吹过,应该是很有意义的。我们看到的研究性学习似乎有个很热烈的高潮期:大约是2000年至2004年;近两年对研究性学习进行反思的文
If from January 2000 Ministry of Education promulgated the “curriculum plan for general high school” put forward the study required compulsory course of study, the study of learning carried out now more than six years. If as an educational experiment, six years is just two rounds of high school test. What are the results of these two rounds of experiments? What lessons are worthy of our summary? Realistically facing the reality of research-based learning, an objective analysis of whether we have the conditions for research-based learning, research for the real and Internalization as a teacher’s regular teaching behavior, rather than a gust of wind blowing, should be very meaningful. The research study we saw seems to have a very strong climax: about 2000 to 2004; the last two years to reflect on research learning