【摘要】： 現代思維科學認為，問題是思維的起點，任何思維過程總是指向某一具體問題的；問題又是創(chuàng)造的前提，一切發(fā)明創(chuàng)造都是從問題開始的。因而，培養(yǎng)一個有創(chuàng)造性的學生就必須培養(yǎng)學生的問題意識。我國現代教育理念弘揚學生的主體性、能動性、獨立性，把學生的學習過程看成學生發(fā)現問題、提出問題、分析問題、解決問題的過程。顯然，在這一過程中學生沒有問題是不可思議的。再從我國目前中學生的問題意識現狀來看，就更凸現了培養(yǎng)學生問題意識的迫切性。 本文以研究性學習為載體，構想通過研究性學習這一途徑來培養(yǎng)中學生的問題意識。全文分為三個部分： 第一部分，主要闡述培養(yǎng)學生的問題意識的意義。在理清問題意識基本內涵的基礎上，論述了培養(yǎng)學生問題意識的積極意義，從而也體現了本研究的價值。 第二部分，是本文的支點。主要論證為什么研究性學習是培養(yǎng)中學生問題意識的有效途徑。這部分在審視我國中學生問題意識現狀的基礎上，分析了傳統(tǒng)教育中學生“問題意識”缺失的原因；與傳統(tǒng)教育相比較，研究性學習有其無可比擬的優(yōu)越性，，因而，緊接著從研究性學習的本質以及主要特點出發(fā)，闡述了研究性學習為學生問題意識的培養(yǎng)搭建了知識平臺、提供了自由的空間以及提供強有力的保障。 第三部分，具體論述如何在研究性學習中培養(yǎng)中學生的問題意識。在目前的學校教學系統(tǒng)中，研究性學習主要有兩個實施渠道，即貫徹在學科教學中的研究性學習活動和專門設計的研究型課程。本部分分別論述了在這兩種渠道當中，教師應該怎樣有意識的培養(yǎng)學生的問題意識。
[Abstract]:The modern thinking science holds that the problem is the starting point of thinking, any thinking process always points to a specific problem, and the question is the premise of creation, and all inventions and creations begin with the problem. Therefore, it is necessary to cultivate a creative student's problem consciousness. The modern educational concept of our country carries forward the students' subjectivity, initiative and independence, and regards the students' learning process as the process of students' finding problems, putting forward problems, analyzing problems and solving problems. Obviously, it is inconceivable that there is no problem for middle school students in this process. According to the present situation of problem consciousness of middle school students in our country, the urgency of cultivating students' problem consciousness is more obvious. In this paper, research learning as the carrier, through the approach of inquiry learning to cultivate high school students' awareness of problems. The full text is divided into three parts: the first part, mainly expounds the significance of cultivating students' problem consciousness. On the basis of clarifying the basic connotation of problem consciousness, this paper discusses the positive significance of cultivating students' problem consciousness, which also reflects the value of this study. The second part is the fulcrum of this paper. The main argument is why inquiry learning is an effective way to cultivate the problem consciousness of middle school students. On the basis of examining the present situation of the problem consciousness of the middle school students in our country, this part analyzes the reasons for the lack of "problem consciousness" in the traditional education, compared with the traditional education, the research learning has its incomparable superiority, therefore, Then, starting from the essence and main characteristics of research-based learning, this paper expounds that research-based learning provides a knowledge platform for the cultivation of students' problem consciousness, provides a free space and provides a strong guarantee. The third part discusses how to cultivate the problem consciousness of middle school students in inquiry learning. In the present school teaching system, there are two main channels for the implementation of research-based learning, namely, carrying out the research-based learning activities in the subject teaching and the specially designed research-oriented curriculum. This part discusses how teachers should cultivate students' problem consciousness consciously in these two channels.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：G420

【引證文獻】

相關期刊論文 前1條

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相關碩士學位論文 前5條

1 陳文玲;7-9年級語文閱讀教學中學生問題意識的培養(yǎng)[D];河北師范大學;2011年

2 張婷婷;基于創(chuàng)新意識培養(yǎng)的高中化學“學生提問教學”的研究[D];首都師范大學;2012年

3 于京京;小學語文課堂學生提問行為研究[D];天津師范大學;2012年

4 胡銳;初中生數學問題意識培養(yǎng)研究[D];天津師范大學;2012年

5 閆婷婷;研究性學習課程中的知行統(tǒng)一[D];陜西師范大學;2012年

本文編號：2291054