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随着新课改的深入,研究性学习无论作为课程,还是学习方法都已被广泛地接受。思想政治课中开展研究性学习更是方兴未艾。在研究性学习中,让学生通过自己收集、分析和处理信息来实际感受并体验知识的产生过程,进而了解社会、学会学习,培养分析问题、解决问题的能力和创造能力,其效果是明显的,但在实际操作过程中出现了一些误区,本文将就此作一些探析。一、过于强调教师的指导作用。而忽视了学生的自主学习研究性学习的精髓在于充分给予学生自主学习的条件,让学生获得自由发展的空间,因而教师的指导地位应从属于和服从于学生的主体地位。在研究性学习过程中,教师要成为学生学习的组织者和指导者,其主要作用表现在:
With the deepening of the new curriculum reform, research-based learning has been widely accepted as either a course or a learning method. It is still in the ascendant to carry out research studies in ideological and political classes. In research-based learning, students are allowed to actually experience and experience the process of knowledge generation through the collection, analysis and processing of information, so as to understand the society, learn to learn, develop analytical and problem-solving abilities and creative abilities, and their effects are obvious. However, there are some misunderstandings in the actual operation, this article will make some analysis on this. One, overemphasized the teacher’s guiding role. The neglect of the students’ self-learning The essence of research-based learning lies in fully giving students the conditions for self-learning, so that the students are free to develop the space, so the teacher’s guiding position should be subordinate to and subject to the student’s dominant position. In the process of research-based learning, teachers should become organizers and mentors for student learning. Their main roles are: