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研究性学习是指学生在教师指导下,以类似科学研究的方式去获取知识和应用知识的学习方式。而生成性则是研究性学习的基本特征,它使学习的实施充满创造性。教师要进行整体规划、设计,适度引导,使生成更富有效果。预设不是要限制生成,而应是相辅相成,互相促进。生生之间、师生之间的互动是预设与生成相结合,完成研究目标和内容的催化剂。研究活动的成功与否就体现在不可预知行为增加的程度,研究性学习的魅力也就在于其生成性。
Research-based learning refers to students under the guidance of teachers, in a manner similar to scientific research to acquire knowledge and application of knowledge learning. Generativeness, on the other hand, is the basic feature of research-based learning. It makes learning more creative. Teachers should conduct overall planning, design, and proper guidance so as to generate more effective results. The default is not to limit the generation, but should complement and promote each other. Between life and life, the interaction between teachers and students is a combination of presupposition and formation, to complete the research goals and content of the catalyst. The success of research activities is reflected in the increase of unpredictable behavior, the charm of research learning also lies in its generative.