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语文学科开展探究学习活动,是一项综合性的语文活动,大致经历“确定探究主题→制订学习方案→开展探究活动→交流与分享探究的成果”这样四个阶段。各阶段具体做法如下: 一、帮助学生确定探究的主题。探究性语文学习活动的主题设计,不是先决定教师该教些什么,学生该学些什么,而是先要思考学生关心什么,对什么感兴趣。因此,探究的主题设计要注重来自学生的问题。所以,《语文课程标准》强调学生要“对周围事物有好奇心,能就感兴趣的内容提出问题”(第一学段),“能提出学习和生活中的问题”(第二学段),“尝试写简单的研究报告”(第三学段),“能提出学习和生活中感兴趣的问题”(第四学段)。这为我们如何引导学生寻找探究的主题指明了方向。
The study of language learning activities is a comprehensive language activities, go through four stages: “to determine the theme of inquiry → formulate learning programs → conduct research activities → communicate and share the results of inquiry”. The various stages of the specific practices are as follows: First, to help students determine the theme of inquiry. The theme design of inquiry-based language learning activities does not first determine what teachers should teach, what students should learn, but first what students are concerned about and what they are interested in. Therefore, the theme of inquiry should focus on the design of students from the problem. Therefore, the “Chinese Curriculum Standard” emphasizes that students should “have curiosity around things and be able to ask questions about the content of interest” (the first semester) and “be able to ask questions in their studies and life” (the second semester) , “Attempts to write a simple research report” (3rd semester), “Can raise questions of interest in learning and life” (4th semester). This points the way for us to guide the students in their search for inquiry.