深度探究教学构想  

A Design of Deep Exploration Pedagogy

作　　者：茅育青[1] 

机构地区：[1]杭州师范学院继续教育学院,副教授杭州310003

出　　处：《教育发展研究》2007年第03A期78-80,共3页Research in Educational Development

基　　金：教育部基础教育课程教材中心与杭州师范学院合作项目(课程教材中心2005(190)号)"教师行为与儿童发展"项目成果之一。

摘　　要：所谓深度探究教学,是教师在课堂上引导学生以主题探究而不是以知识的讲授为内容和任务的教学形式。这种教学的目的在于使教学研究化、研究日常化,使探究活动成为一种教学方式和学习方式,让学生在方法论上获得深度的训练,从而使他们不但善于吸收人类已有的知识,而且善于应用知识解决各种问题,并具备创新知识的本领。Deep Exploration Pedagogy is a genre of teaching method with the perspective that during the classroom teaching a teacher should guide the students to focus on the exploration of a certain subject rather than the onefold reeountal of certain knowledge. The purpose of Deep Exploration Pedagogy is to integrate the teaching with research, and also research with daily life. Thus the exploration activities become the primary form of teaching and learning, which enables the students to acquire intensive training in methodology; as a result, students will develop their capacity of absorbing the ready knowledge, the ability to apply the certain knowledge in solving various problems, and the power of creation.

关 键 词：探究 教学 深度探究 

分 类 号：G420[文化科学—课程与教学论]