【摘要】：目前,我國基礎教育改革開展得如火如荼,不論是教育理論還是教育實踐都達到空前盛況,其中探究式學習更是基礎教育改革所重點倡導的項目,然而關于大學生開展探究式學習僅僅初具規(guī)模,并且探究學習的規(guī)模與效果不盡人意。針對教育發(fā)展規(guī)律以及學生成長需要,延安大學將探究式學習納入課堂教學改革的重點工程,并批準了一批教改項目來研究探究式學習。在此背景下,筆者通過對延安大學任課教師和文科、理科與工科學生開展了有關探究學習的情況調查,分析本科教學存在的問題以及制約探究學習發(fā)展的因素,并對延安大學進一步開展探究式學習提出相應的對策與建議。本調查主要通過發(fā)放調查問卷、進行個人訪談、參與實際教學過程三種方式展開。首先,預先通過對延安大學教師教學模式以及學生學習方式的了解,有針對性地編制調查問卷,主要從學生的探究意識、學習方法,考核方式、學習期待等方面進行實際調研,并獲得了不同學科、不同年級開展探究式學習的具體情況的數(shù)據(jù)。其次,選取不同學科的任教教師,就探究學習建設狀況、學生學習狀態(tài)等問題進行個人訪談調研。最后,結合實際的教學過程,對學校、教務處、學院現(xiàn)在已經(jīng)出臺的關于開展探究性學習方面所制定的相應政策進行分析解讀。通過對調研數(shù)據(jù)統(tǒng)計與分析,發(fā)現(xiàn)延安大學在開展探究式學習中存在包括學生學習興趣低且自主性較弱,教師對開展探究式教學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)范探究學習等突出問題,而且這些問題阻礙了延安大學探究式學習的順利開展。為解決以上問題,本研究在進行歸因分析的基礎上,針對問題癥結,提出了強化學生自我意識水平激發(fā)學生自身學習動機;引導教師關注學生內心感受公平對待學生;要求教師從教學目標、教學方式、教學氛圍方面徹底改變原先教學方法,營造師生和諧、共同發(fā)展的新局面;強化教師在探究學習過程中作為建設者、服務者、合作者、欣賞者以及反思者的角色認知;強化師生交流,創(chuàng)建師生和諧相處新局面;依托學校資源加強探究式學習平臺與氛圍建設;強化過程評價與發(fā)展性評價,激勵教師開展探究式學習教學變革等策略,力求進一步為學生創(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.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G642

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