【作者】 蒲玲；

【导师】 张文礼；

【作者基本信息】 西北师范大学 ， 教育， 2004， 硕士

【摘要】 本研究采用社会科学研究中日益兴起的行动研究。研究对象是甘肃某中学2002级三个班的学生和作为行动者的教师自己。研究者与被研究者在整个研究过程中处于“局内人”与“局外人”的变化之中。 本研究收集资料的时间从2002年1月到2003年6月，收集资料的主要方式是访谈、问卷调查、实物收集等。 本研究中体现了两条研究思路。一条是“研究者”对教师在三个班的学生中开展研究性学习过程的描述。通过访谈和问卷，描述她是如何在开展研究性学习过程中发现问题、思考问题的，她是如何对自身的教学进行反思的。另一条研究思路是教师作为“行动者”对自己的实践进行批判反思。通过与学生的交流、沟通，建构出教师在研究性学习开展过程中对“影响学生成长的因素”、“学生眼中的合作”、“学生眼中的问题”等问题的发现与思考，从而推动教师教学行为的改变和学生学习方式的改变。 本研究通过四个案例的形式来展现研究过程。 案例1 通过问卷调查与访谈的描述，使教师从对“知识”的关注转变为对“学生”的关注，并认识到不同成长背景与学习经历影响了学生在研究性学习中的“主动学习”。 案例2 通过问卷调查与访谈描述出不同成长背景与学习经历的学生在开展研究性学习过程中对“合作”的不同反应，从而引起教师对小组合作学习中“积极互赖”和“个体责任”的关注。 案例3 通过问卷调查与访谈的描述，使教师对研究性学习中的“问题”有了更真实的认识。而不同成长背景与学习经历的学生对“问题”的看法也触动了教师更加重视学生“内在动机”和“直觉思维”的培养。 案例4 通过问卷调查的描述，对开展研究性学习过程中的学生进行了归类分析，从而提出教师对研究性学习过程的回顾与反思。又通过访谈描述出学生对研究性学习过程中“教师角色作用”与“考试评价”的看法，使研究者在更深层次上对研究性学习进行分析与思考。 本研究的实践意义在于为开展研究性学习过程中的高中教师提供一个真实而有启发的个案。本研究的理论意义在于倡导开展研究性学习的过程应当是教师与学生之间的一种对话方式，而不仅仅是课程开发。更多还原

【Abstract】 The present study is carried out as an.action research, which is widely used in social sciences study recent years. The subjects are 3 classes and their chemistry teacher of a certain senior middle school of Gansu Province, China. The subject and researcher vary throughout the whole research either as an "insider" or "outsider".The data involved in the action research was collected by means of interview, questionnaire and material object from January, 2000 to June, 2003.Two trains of thought were adopted in the present study. One is centered on the description of the teacher as the researcher, which is about how to find out the problems and then how to solve them during the course of action research, and also, about how to reflect on their teaching. Face-to-face interview and questionnaire are applied. The other is focused on the teacher as the participant lector. By communicating with the subject students, the teacher formed her ideas of "factors affected students’ growth", "students’ view of cooperation", "problems from students’ view". The teacher started to reflect the problems occurred in the research study. All this aims to facilitate then the change of the teacher’s behavior as well as that of the students’ learning approach.The process of this study involved 4 case studies.Case1 Use questionnaire and interview methods to describe the phenomena. This can turn the teacher’s attention of "knowledge" to the students themselves, and later, to the influence of students’ former personal experience and background on their "active participants" during the research study.Case2 According to the analysis of questionnaire and interview, the researcher analyzes the students’ response and differences in the research study as a result of their different experiences and background. This case study may attract the teacher attention on "positive inter dependence " and "individual accountability in group learning".Case3 Through the analysis after interview and questionnaire, the teacher turned to realize the nature of the "problems" in the research study. Resulting from the students’ different views on "problems" the teacher pays more attention to how to activate student’s "intrinsic motivation" and "intuition thinking ".Case 4 According to the description of questionnaire, the students are class- filedand analyzed. The teacher’s review and criticism reflection on research study are later proposed. Through interview, the students’ view towards the role of their teacher and evaluating exam in the process of research study was narrated. A further analysis was performed by the researcher.The practical significance of this study lies in the 4 cases above, which will provide the senior middle school teachers some help for their application of research study. The theoretical significance is to advocate the idea that research study should be done as a dialogue between teachers and students, not just for developing a curriculum.更多还原