重建教学:我国“研究性学习”三十年述评  

Teaching Reconstruction:A Review on Thirty-Year Project-Based Learning in China

作　　者：周光礼[1] 朱家德[1] 

机构地区：[1]华中科技大学教育科学研究院

出　　处：《高等工程教育研究》2009年第2期39-49,共11页Research in Higher Education of Engineering

基　　金：国家社科基金项目(项目编号:BIA080027)阶段性成果

摘　　要：研究性学习本质上是一种深层学习,它在人类教学史上有源远流长的思想传承。我国研究性学习30年的理论与实践的演进逻辑是:从教学方法的探讨到课程政策的解读,再到教学理念的研究。基于研究性学习的教学改革有三种路径:教学组织形式的改革,课程组织形式的改革;教学组织形式和课程组织形式同时转变。研究性学习虽然不是高等教育的专利,但它在高等教育中无疑有更广阔的应用前景。研究性学习提倡主动学习和创造性学习,蕴含着一种新的知识观、课程观、教学观和学习观。研究性学习应该而且可以成为我国本科教学改革的总模式。Project-Based Learning （PBL） is an in-depth study essentially, which has a long history of ideological heritage in human teaching history. The logical evolution of PBL＇s theory and practice in China for recent 30 years is： from a teaching method discussion to a curriculum policy interpretation and to a teaching idea research. The teaching reform based on PBL has three paths： a reform of the teaching organizational form, a reform of the curriculum organizational form and a reform combined of these two forms together. Although PBL is not the patent of higher education, it definitely has a more widely application prospect in higher education. It is a total model of personnel training. PBL promotes active .and creative learning and contains a new concept of knowledge, curriculum, teaching and learning. PBL should be referred as an overall model of undergraduate teaching reform in China.

关 键 词：研究性学习 本科教学 教学改革 深层学习 人才培养 

分 类 号：G642.4[文化科学—高等教育学]