【作者】 蔡明星；

【导师】 余文森；

【作者基本信息】 福建师范大学 ， 教育学原理， 2004， 硕士

【摘要】 传统教学过分强调接受和掌握，冷落和贬低发现和探究，使学生学习纯粹成了被动接受、记忆的过程。这种学习窒息人的思维和智力，摧残人的学习兴趣和热情。它不仅不能促进学生的发展，反而成为学生发展的阻力。基于此，新课程倡导和凸显探究学习，并将其作为“新课程与学生学习方式转变”实验研究的子课题之一。国外有关探究学习的研究由来已久，并已积累了相当丰富的经验；而国内对探究学习的研究则尚处于探索阶段，在理论和实践上都存在着一系列问题甚至困惑和疑虑。本文针对当前国内对探究学习在认识上和实践中存在的问题，从哲学、科学理论、心理学和教育学等学科角度出发，对探究学习的内涵与特征进行重新界定，并介绍几种较具代表性的探究学习教学指导模式，探讨当前广大教师最为关心的探究学习的评价问题和教师角色转变问题，以期为广大理论研究者和实践工作者提供借鉴。更多还原

【Abstract】 Traditional teaching over-emphasizes students’ accepting and mastering knowledge and ignores their discovering and inquiring. Thus students’ learning is merely to receive and recall the knowledge taught by teachers passively. This learning style suffocates students’ thought and intelligence, and ruins their interests and enthusiasm; therefore it baffles the development of students rather than promote it. On this basis, the new curriculum advocates and gives prominence to inquiry learning. Inquiry learning is now a hypo-subject of experimental research on new curriculum and the transformation of students’ learning style. Foreign researches on inquiry learning began long time ago and abundant results have been achieved, but research in our country still stays in the exploring stage. There are a series of theoretical and practical problems to be solved. From the perspectives of philosophy, theory of science, psychology and pedagogy, this dissertation redefines the connotation and characteristics of inquiry learning, and introduces several representative teaching models of inquiry learning, discusses the problems of evaluation and the transformation of teachers’ role in inquiry learning. Hopefully, this dissertation will serve as some reference for theoretical pursuers and teaching staff.更多还原