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随着基础教育课程改革的不断推进和课堂教学改革的不断深化,研究性学习课程越来越被人们所重视。然而,在开发和实施研究性学习课程时,人们对于什么是研究性学习课程,以及这一课程与传统课程之间的关系,仍然不是特别清楚。有的直接把素质教育的内涵“嫁接”到研究性学习课程的界定中,有的甚至把研究性学习课程和传统的课程完全对立起来。这些问题如果得不到有效解决,势必会影响到研究性学习课程的正常开展。
With the continuous promotion of basic education curriculum reform and the continuous deepening of classroom teaching reform, research-based learning courses are increasingly valued by people. However, when developing and implementing research-based learning programs, it is still not particularly clear what is the research-based learning curriculum, and the relationship between this and the traditional curriculum. Some directly to the connotation of quality education “grafting” to the definition of research-based learning courses, and some even the research-based learning courses and traditional courses completely opposite. If these problems can not be solved effectively, it is bound to affect the normal development of research study courses.