探究学习对理科教育改革的价值研究

【作者】 李松；

【导师】 李远蓉；

【作者基本信息】 西南师范大学 ， 学科教学论， 2001， 硕士

【摘要】 本文从探究学习的理念出发，分析了构成探究学习的主要要素及其特征，并从探究学习的角度审视了我国几种具有代表性的理科教学方法，更进一步运用控制论方法比较研究探究学习与目标学习机制的区别，提出探究学习主要是由正反馈机制调控学习的观点，并对这两种教学中学生主体性发挥程度进行了比较。通过对传统“应试教育”压抑学生主体性及其所引起的一系列弊端的分析，论述了探究学习作为一种改革的力量可以为我国理科教育提供的功能价值。 本文力图表达这样一个思想：教学方法并不是中性的，对教学方法选择本身就蕴含着教育价值的取向，同时，教学方法必然与教育观念、教育目标和教学内容等相互影响和制约。正是基于此，本文选取了宏观的角度，从“探究”理念出发，试图为探究学习寻找最佳的“配置”。所有这些都是在这样一个信念下完成的：即坚信探究学习对当前理科教育改革有着无可替代的意义。更多还原

【Abstract】 Major:Teaching of chemistrySpeciality:Chemistry instructim of high schoolTutor:LiYanrongAuthor:Li SongBeginning with the concept of inquiry-based learning, the present paper analysesmain features which constitute inquiry-based teaching , inspecting several typicalscience instructional approaches in our country from the view of the educational idea.Further, through applying cybernetic method to comparing the different betweeninquiring learning and objective learning. The article come up with the perspective thatinquiry learning is studying under the control of positive feedback mechanism, in aneffect to provide a kind of comparative method for student’s subjectivity in inquiringlearning and objective learning. By way of analyzing that traditional "exam-orientededucation" oppress student’s subjectivity and causes a serves of abuse, it’s commentedthat as a kind of force to reform teaching can provide fXtnction value for own country’sscience educationThe paper is trying to express such a thought: approaches of teaching are notneutral. The choice of teaching method implies direction of education value .Moreover,they interacted and limited among teaching approaches education concepts instructionobjects and learning content , that is certain. Hence, author selected a macroscopic angleto look into a preferable arrangement for teaching and learning from the inquiry idea.All these are completed under a belief that inquiry-based learning has been certain valuefor present science education reform.更多还原