大学研究性学习的反思  

Reflection on University Inquiry Learning

作　　者：詹文都[1] 李文章[1] 

机构地区：[1]广东外语外贸大学教务处,广东广州510006

出　　处：《煤炭高等教育》2011年第4期49-52,共4页Meitan Higher Education

基　　金：中国高等教育学会"十一五"教育科学研究规划课(06AIQ0130104);广东省高等教育教学改革工程本科一般项目(BKYBJG20060249):本科生研究性学习的策略研究及实践探索

摘　　要：研究性学习作为现代大学培养创新人才的一种新型模式,是对传统教育教学方法改革的重要革新。其主要旨趣是通过融合学习与探究,让学生在自由自主的学习氛围下,养成求知、探知、质疑、批判、创新。对教师来说,则意味着教学与科研的高度统一;对学生而言,则意味着享有充分的学习自由。然而,教学与科研的两难关系、学习自由权利的制约无不限制着研究性学习的开展。As a new pattern of cultivating innovate talents in modern university, the inquiry learning is an important reform to the traditional education teaching methods. Its main purport is through the integration of learning and exploration to let the students form a habit of being curious, exploratory, skeptical,critical and innovate in a free learning atmosphere. Students in the free atmosphere. For the teachers, it means the perfect combination of teaching and scientific research; for the students, it means the freedom of enjoying sufficient stdudy. However, the dilemma relationship of teaching and research and the restrict of the right of the freedom to learn are constrained the development of the inquiry study.

关 键 词：研究性学习 教学漂移 学习自由 

分 类 号：G642[文化科学—高等教育学]