研究性学习课程实施:适合学生的教学  

Implementation of Research Courses:Adaptation to Student Learning Style

作　　者：胡红杏[1] 

机构地区：[1]西北师范大学西北少数民族教育发展研究中心,甘肃兰州730070

出　　处：《兰州大学学报（社会科学版）》2014年第2期160-166,共7页Journal of Lanzhou University（Social Sciences）

基　　金：教育部人文社会科学研究规划基金项目"西部农村普通高中研究性学习课程实施难点与改进研究"(13YJA880027);甘肃省社科规划项目"教师的教育观念与教育行为变革研究"(13YD 013);西北师范大学青年教师科研能力提升计划项目(SKQNGG 12010)

摘　　要：研究性学习作为适合学生的课程与教学,就要致力于以学生发展为目标,开展适合学生的教学过程;要实现教学重心从教师的"教"到学生的"学"的转移,促使学生的学习方式从单一被动的接受性的学习向自主参与、合作探究的多样化的学习方式转变;研究性学习课程评价要以人格和谐发展为核心理念构建发展性课程评价体系。对于研究性学习指导教师而言,要实现从传统的控制者向学生学习的促进者转换,通过培训与专业发展,打破教师作为知识权威和垄断者的角色,从单一"学科教师"变为综合的"研究性学习的指导教师"。Research courses,as curricula and teaching methods,emphasize the development of students and their learning process.They aim at the transfer from lecture instruction style which is teacher-centred to the autonomous learning style which is student-centred,in order to realize the change that students should be actively engaged in participative and cooperative studies rather than passively accept what is instructed to them.The criteria for the construction of research courses should be focused on the development of students' personality.For the instructors of research courses,they should learn to change from the previous controller in the traditional teaching modes to the supervisor in the student-centred teaching modes.Through training and vocational development,teachers should know that they are no longer the authority and monopoUsts of knowledge;their roles have been changed from being a singular course instructor to the research supervisor.

关 键 词：研究性学习 课程 教学 课程评价 教师专业发展 教师培训 

分 类 号：G423.04[文化科学—课程与教学论]