环境科学研究性学习中教师的指导作用  

Guidance to Teachers in the Tesearch Learning of Environmental Science

作　　者：张伊帆 何飞[1] 李永峰[1] Zhang Yifan;He Fei;Li Yongfeng(Northeast Forestry University,Harbin 150040,China)

机构地区：[1]东北林业大学林学院,黑龙江哈尔滨150040

出　　处：《山东化工》2018年第13期140-141,共2页Shandong Chemical Industry

基　　金：黑龙江省高教学会"十三五"高等教育科研课题(16Z015)

摘　　要：在厘清研究性学习与教师指导作用的前提下,系统论述了研究性学习过程中教师的作用。提出了教师是设计者、组织者、实施与推动者、评价与反馈者和全过程的指导者。首先,教师要根据教学内容进行项目选择与设计,研究性学习内容涉及的问题、案例和项目必须源于工程实践和企业实际。学习的全程都是问题驱动的。在这一过程中,教师的阅读指导、问题引导、与创建自由、开放、轻松的氛围并提供丰富的信息资源和构建知识的学习环境至关重要。Pick to sort out the premise of research-based learning and teacher’s guidance function,system discusses the teachers’ role in the process of inquiry-based learning. Put forward that the teacher is the designer,organizer,implementation and promoters,evaluation and feedback and the whole process of the instructor. First of all,teachers should according to the project selection and design of teaching content,research learning content involves problem,case and project must be based on engineering practice and the enterprise practice. In the whole process of the study are driven problem. In this process,the teacher of reading guidance,problems,and create a free,open and relaxed atmosphere and provide abundant information resources and construct the knowledge learning environment is very important.

关 键 词：教师 研究性学习 指导作用 环境科学 

分 类 号：G642[文化科学—高等教育学]