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反思性学习,是指通过对学习活动过程的反思来进行学习,以解决有关学习实践活动的问题。它以努力提高学习活动过程的合理性,促进学生自身发展为目的。培养学生的反思性学习能力,不仅能使学生学会学习、学会创新、提高学生的科学素养,也是基础教育改革的要求[1]。反思性学习能力的培养是学生自主学习的过程,仅依靠教师单纯的讲授灌输是难以落实的,必须由学生在教师创设的具体教学活动过程中通过不断地体验、内化而形成。因此,摸索培养高中生反思性学习能力的教学策略就显得尤为重要。
Reflective learning refers to learning through reflection on the process of learning activities to solve problems related to learning and practice activities. It aims to improve the rationality of the learning process and promote the students’ own development. Cultivating students’ reflective learning ability not only enables them to learn, learn to innovate, and improve their scientific literacy, but also the requirements of basic education reform [1]. The cultivation of reflective learning ability is the process of students’ self-learning. It is difficult to implement only relying on the teacher’s simple instructional indoctrination. It must be formed through the continuous experience and internalization of the students in the specific teaching activities created by the teachers. Therefore, it is particularly important to explore teaching strategies for cultivating high school students’ reflective learning ability.