在日常课堂教学之中,如何开展探究性学习?这是每个教师都十分关注的问题。当前,有关探究性学习的书籍、文章、案例可谓汗牛充栋,但真正涉及某一课、某一课时的探究性学习,毕竟只是少数。多数是作为综合实践活动在课外进行的,并且往往历时一周以上乃至数月之久,让学生查找文献、开展调查等。这样规模的探究性学习一学期进行不了几次。当教师试图把探究性学习引入课堂,作为一种日常化的教学模式时,常常感到探究性学习的理念和方法近在眼前、远在天边。可供参考的材料是“远水解不了近渴”。北京师范大学心理学院刘儒德教授及其课题组经常深入小学课堂,指导教师们开展探究性学习。本栏目请他就课堂中探究性学习的过程、特点、误区以及教学计划等问题,分3次进行简单介绍,希望能使老师们从中获得一些启示。 In daily classroom teaching, how to carry out inquiry learning? This is a very concern for every teacher. At present, the books, articles and cases on inquiry learning are full of experiences. However, the inquiry-based study that really involves a certain lesson and a certain lesson is only a minority. Most are carried out as extracurricular activities as integrated practical activities and often take more than a week or even months to allow students to find documents and conduct investigations. Exploratory learning of this magnitude can take place only a semester. When teachers try to introduce inquiry learning into the classroom as a day-to-day teaching model, they often feel the idea and method of inquiry learning are at hand. The material for reference is “far-off solution can not be thirsty.” Professor Liu Rude of Beijing Normal University School of Psychology and his research group often go deep into primary school classrooms to instruct teachers to carry out inquiry learning. This column asked him to explore the process of learning in the classroom, features, errors and teaching plans and other issues, divided into three brief introduction, hoping to make the teachers get some inspiration.