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自教育部在2000年1月将研究性学习列入新修订的高中课程计划并发布《普通高中“研究性学习”实施指南(试行)》以来,我国教育理论界和中小学教育工作者普遍重视“研究性学习”的理论研究和实践探索,并取得了可喜的进展。但也存在一些问题,其中比较突出的是以面向社会和自然为主的“研究性学习”与以学科知识结构为主的学科教学之间普遍存在脱节现象。一方面我国普通中小以“分科教学”为主要特征的课程教学格局将会长期保持下去,另一方面高考实行的“3+X”改革对学生的学科综合能力要求越来越高,分科
Since the Ministry of Education included research-based learning in the newly revised high school curricula program in January 2000 and released Implementation Guide (Trial) for Research Learning of “General Senior High Schools”, education sector in our country and primary and secondary educators generally attach importance “Research study” theoretical research and practical exploration, and made gratifying progress. However, there are still some problems. The most prominent one is the ubiquitous disconnect between the “research-based learning” oriented mainly to society and nature and the subject teaching based on the structure of subject knowledge. On the other hand, the “3 + X” reform implemented by the college entrance examination has a higher and higher requirement on students’ comprehensive abilities. On the one hand, the reform of “3 + X”