四年前,研究性学习在一片欢呼声中进入高中课程体系,给传统教学带来无限生机,为学生的学习生活增添了问题研究与作学问的色彩,我们以为教与学的天地从此改变。但随着时间的推移,研究性学习并没有给我们带来预期的学习革命的效果,反而有沦为摆设之虞。反思它的成长过程,我们发现这既有对其课程本义的误解问题,也有实施偏差问题,更有课程驱动力不足的问题。因此,在以下三篇文章中,我们从课程导向、实施导向、高考导向三方面对研究性学习进行框正,试图激浊扬清,还研究性学习本来面目,从而引导研究性学习走向全面发展。 Four years ago, research-based learning entered the high school curriculum system in a cheering euphoria, which brought boundless vitality to traditional teaching and added questions to the students’ study life. It is thought that the world of teaching and learning has changed since then. However, with the passage of time, research-based learning has not brought us the expected effect of a learning revolution. Instead, it has become an embarrassment for decoration. Rethinking its growth process, we find that this has both misunderstood the original meaning of its curriculum, as well as implementation bias issues, and the problem of insufficient curriculum driving forces. Therefore, in the following three articles, we focus on research-based learning from three aspects: curriculum orientation, implementation orientation, and college entrance examination. We try to sway turmoil, and also focus on research learning so as to guide the development of research-based learning. .