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一、语文研究性学习所面临的问题研究性学习并非现今教育的独创,我国早在春秋时期就有“博学之,审问之,慎思之,明辨之,笃行之”的教学主张。19世纪末美国教育家杜威也提出了“困难、问题、假设、验证、结论”的颇有研究性意味的教学模式。古今中外的教育家们都意识到了教学的主体应是学生,教学的主导方式应是自主探究。而当我们意识到现今教育的错位与滞后,大张旗鼓地倡导新的教学方式研究性学习时,由于没有充分地思考、学习和适应,仓促中走上了岔道。其主要表现有:
First, the problems faced by the study of language research Research study is not original in today’s education, as early as the Spring and Autumn Period in our country there is “erudite, interrogation, deliberation, discerning, Atsuyuki” teaching proposition. At the end of the 19th century, American educator Dewey also put forward a rather research-oriented teaching mode of “difficulty, problem, hypothesis, verification and conclusion.” Educators at all times and in all countries have realized that the main body of teaching should be students, and the dominant way of teaching should be self-exploration. However, when we realized the dislocation and lag of today’s education and advocated a new way of researching the teaching methods in a big way, we did not fully think, study and adapt. Its main performance are: