让探究成为教学的动力——推进本科研讨型课程的设想  

The Research-led Curriculum: A View of Undergraduate Education

作　　者：蔡达峰[1] 

机构地区：[1]复旦大学,上海200433

出　　处：《复旦教育论坛》2006年第6期12-15,共4页Fudan Education Forum

摘　　要：学习观决定着教学活动的方向,应当从学生发展的需要、社会发展的需要和研究型大学建设的需要来审视我们的学习观。探究性学习是从尊重学生的内在主体性出发,通过学生自身探究实践,既培养研究思维和方法,又拓展和积累知识。研究型大学的本科研讨型课程,是旨在培养学生探究性学习能力的课程。其特征是:强调教师与学生、学生与学生的合作,强调学习的过程,在课程设置与要求上都有其独特性,需要系统地改革,逐步地实现。How to view the notion of learning determines the direction of course and teaching activities. It is very necessary for us to examine our notions about learning in terms of the needs of students, demands of social development and requirements for a research university. Research-led learning, as a new component introduced in undergraduate curriculum of research universities, shows respect for students＂ independence. Through students＂ self-research activities, students＂ research abilities will be cultivated and their knowledge will be enriched too. The undergraduate curriculum in research universities should aim to nurture research talents. It is characterized by stressing instructor-student and student-student interaction, attaching importance to learning process, having a unique curriculum design which requires systematic reforms with steady steps and so on.

关 键 词：研究型大学 本科教学 探究性学习 研讨型课程 

分 类 号：G642.3[文化科学—高等教育学]