【摘要】：目前,我國(guó)基礎(chǔ)教育改革開展得如火如荼,不論是教育理論還是教育實(shí)踐都達(dá)到空前盛況,其中探究式學(xué)習(xí)更是基礎(chǔ)教育改革所重點(diǎn)倡導(dǎo)的項(xiàng)目,然而關(guān)于大學(xué)生開展探究式學(xué)習(xí)僅僅初具規(guī)模,并且探究學(xué)習(xí)的規(guī)模與效果不盡人意。針對(duì)教育發(fā)展規(guī)律以及學(xué)生成長(zhǎng)需要,延安大學(xué)將探究式學(xué)習(xí)納入課堂教學(xué)改革的重點(diǎn)工程,并批準(zhǔn)了一批教改項(xiàng)目來研究探究式學(xué)習(xí)。在此背景下,筆者通過對(duì)延安大學(xué)任課教師和文科、理科與工科學(xué)生開展了有關(guān)探究學(xué)習(xí)的情況調(diào)查,分析本科教學(xué)存在的問題以及制約探究學(xué)習(xí)發(fā)展的因素,并對(duì)延安大學(xué)進(jìn)一步開展探究式學(xué)習(xí)提出相應(yīng)的對(duì)策與建議。本調(diào)查主要通過發(fā)放調(diào)查問卷、進(jìn)行個(gè)人訪談、參與實(shí)際教學(xué)過程三種方式展開。首先,預(yù)先通過對(duì)延安大學(xué)教師教學(xué)模式以及學(xué)生學(xué)習(xí)方式的了解,有針對(duì)性地編制調(diào)查問卷,主要從學(xué)生的探究意識(shí)、學(xué)習(xí)方法,考核方式、學(xué)習(xí)期待等方面進(jìn)行實(shí)際調(diào)研,并獲得了不同學(xué)科、不同年級(jí)開展探究式學(xué)習(xí)的具體情況的數(shù)據(jù)。其次,選取不同學(xué)科的任教教師,就探究學(xué)習(xí)建設(shè)狀況、學(xué)生學(xué)習(xí)狀態(tài)等問題進(jìn)行個(gè)人訪談?wù){(diào)研。最后,結(jié)合實(shí)際的教學(xué)過程,對(duì)學(xué)校、教務(wù)處、學(xué)院現(xiàn)在已經(jīng)出臺(tái)的關(guān)于開展探究性學(xué)習(xí)方面所制定的相應(yīng)政策進(jìn)行分析解讀。通過對(duì)調(diào)研數(shù)據(jù)統(tǒng)計(jì)與分析,發(fā)現(xiàn)延安大學(xué)在開展探究式學(xué)習(xí)中存在包括學(xué)生學(xué)習(xí)興趣低且自主性較弱,教師對(duì)開展探究式教學(xué)的積極性較弱以及自身能力欠缺,教育部門缺乏合理而清晰的政策來規(guī)范探究學(xué)習(xí)等突出問題,而且這些問題阻礙了延安大學(xué)探究式學(xué)習(xí)的順利開展。為解決以上問題,本研究在進(jìn)行歸因分析的基礎(chǔ)上,針對(duì)問題癥結(jié),提出了強(qiáng)化學(xué)生自我意識(shí)水平激發(fā)學(xué)生自身學(xué)習(xí)動(dòng)機(jī);引導(dǎo)教師關(guān)注學(xué)生內(nèi)心感受公平對(duì)待學(xué)生;要求教師從教學(xué)目標(biāo)、教學(xué)方式、教學(xué)氛圍方面徹底改變?cè)冉虒W(xué)方法,營(yíng)造師生和諧、共同發(fā)展的新局面;強(qiáng)化教師在探究學(xué)習(xí)過程中作為建設(shè)者、服務(wù)者、合作者、欣賞者以及反思者的角色認(rèn)知;強(qiáng)化師生交流,創(chuàng)建師生和諧相處新局面;依托學(xué)校資源加強(qiáng)探究式學(xué)習(xí)平臺(tái)與氛圍建設(shè);強(qiáng)化過程評(píng)價(jià)與發(fā)展性評(píng)價(jià),激勵(lì)教師開展探究式學(xué)習(xí)教學(xué)變革等策略,力求進(jìn)一步為學(xué)生創(chuàng)造良好的成人與成才條件。
[Abstract]:At present, the reform of basic education in our country is in full swing, both educational theory and educational practice have reached unprecedented prosperity, among which inquiry learning is the key project advocated by the reform of basic education. However, the scale and effect of inquiry learning are not satisfactory. In view of the law of educational development and the needs of students' growth, Yan'an University incorporated inquiry learning into the key projects of classroom teaching reform, and approved a number of teaching reform projects to study inquiry learning. Under this background, the author carried out a survey on inquiry learning among the teachers of Yan'an University, liberal arts, science and engineering students, and analyzed the problems existing in undergraduate teaching and the factors restricting the development of inquiry learning. And put forward the corresponding countermeasures and suggestions to Yan'an University to further carry out inquiry learning. This investigation mainly through the distribution of questionnaires, personal interviews, to participate in the actual teaching process of three ways. First of all, through the understanding of the teachers' teaching mode and the students' learning style in Yan'an University in advance, we can draw up the questionnaire pertinently, mainly from the aspects of students' inquiry consciousness, learning method, examination method, learning expectation and so on. And obtained different subjects, different grades of the specific situation of inquiry learning data. Secondly, select teachers from different subjects and conduct personal interview on the status of inquiry learning construction and students' learning status. Finally, combined with the actual teaching process, this paper analyzes and interprets the relevant policies on carrying out inquiry learning that have been issued by schools, academic offices and colleges. Through the statistics and analysis of the investigation data, it is found that the students' interest in learning is low and their autonomy is weak, the enthusiasm of teachers to carry out inquiry teaching is weak and their own ability is lacking in carrying out inquiry learning in Yan'an University. There is a lack of reasonable and clear policies to regulate inquiry learning and these problems hinder the smooth development of inquiry learning in Yan'an University. In order to solve the above problems, on the basis of attribution analysis, this study, aiming at the crux of the problem, proposes to strengthen students' self-awareness level to stimulate students' own learning motivation, to guide teachers to pay attention to students' inner feelings and to treat students fairly. Teachers are required to completely change the original teaching methods from the aspects of teaching objectives, teaching methods and teaching atmosphere, so as to create a new situation of harmonious and common development of teachers and students. Strengthen the role cognition of teachers as constructors, service providers, collaborators, appreciators and introspectors in the process of inquiry learning, strengthen the communication between teachers and students, and create a new situation for teachers and students to get along harmoniously with each other. Relying on school resources to strengthen the construction of inquiry learning platform and atmosphere, to strengthen process evaluation and developmental evaluation, to encourage teachers to carry out inquiry learning teaching reform and other strategies, to further create good adult and talent conditions for students.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G642

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