| 论"研究性学习"的教师角色期待 |
| |
| 引用本文： | 李允. 论"研究性学习"的教师角色期待[J]. 西华师范大学学报(自然科学版), 2004, 0(4): 133-135 |
| |
| 作者姓名： | 李允 |
| |
| 作者单位： | 曲阜师范大学教育系 山东曲阜273165 |
| |
| 摘 要： | "研究性学习"作为一个独具特色的课程领域,首次成为我国基础教育课程体系的有机构成。而一个好的课程构想能否得以实现,很大程度上依赖于教师的角色转换。本文认为,"研究性学习"的有效实施期待着教师成为:课程开发的承担者;学生"研究"的合作者;多元知识的建构者;教育实践的研究者;人际关系的协调者。
|
| 关 键 词： | 研究性学习 角色期待 承担者 合作者 建构者 研究者 协调者 |
| 文章编号： | 1005-1465(2004)04-0133-03 |
| 修稿时间： | 2002-12-10 |
ON THE ROLE''''S HOPE OF A TEACHER IN"RESEACHING STUDY" |
| |
| LI Yun. ON THE ROLE''''S HOPE OF A TEACHER IN"RESEACHING STUDY"[J]. Journal of China West Normal University(Philosophy & Social Sciences), 2004, 0(4): 133-135 |
| |
| Authors: | LI Yun |
| |
| Abstract: | "Researching study"as a peculiar course has firstly become an organic part in the course system of basic education in China. However, whether designing a good course can be realized or not (grealty) depends on the change of teacher's role. In this paper 1 think that to implement the "reseaching study"effeciently, a teacher should be wanted to be an undertaker of course exploitation, a cooperator of students'"researching",a designer of multiple knowledge, a researcher of educational practice and a coordinator of human relations. |
| |
| Keywords: | researching study role's hope undertaker cooperator designer researcher coordinator |
| 本文献已被 CNKI 万方数据 等数据库收录！ |
