本文選題：探究教學(xué) + 探究學(xué)習(xí)�。� 參考：《吉林大學(xué)》2007年碩士論文

【摘要】： 說起探究教學(xué)法的起源,許多人會提到杜威、布魯納和施瓦布等20世紀美國教育家或心理學(xué)家。然而,在施瓦布所著《探究式科學(xué)教學(xué)》(The Teaching of science as Inquiry)一書中,古希臘哲學(xué)家柏拉圖卻被追溯為探究教學(xué)法的創(chuàng)始人。2000多年前,在柏拉圖創(chuàng)辦的貴族學(xué)校里,學(xué)生按照他們將來可能從事的工作性質(zhì)的不同,被分為兩個班并接受兩種完全不同的教育。一種是,對于將來可能從事一般性管理工作的學(xué)生,學(xué)校教給他們的是一堆被視為絕對真理的知識或教條;這個班的學(xué)生必須以十分虔誠的態(tài)度無條件地接受并學(xué)習(xí)這些教條性的知識,不能提出任何質(zhì)疑。另一種是,對于那些將來可能成為統(tǒng)治階層接班人的學(xué)生,學(xué)校教給他們的則是一套完全不同的思維方式——那些被當作真理而教給前一班學(xué)生的知識或教條,在這里卻被摘下真理的帽子而成為一些充其量不過是有參考價值的建議提供給學(xué)生;學(xué)校要求這些學(xué)生在學(xué)習(xí)這些知識時保持獨立、清醒的頭腦,對這些知識或教條可以提出合理的質(zhì)疑,也可以根據(jù)需要對這些知識或教條進行補充、完善。這個班使用的教學(xué)方法就是我們今天常說的“探究教學(xué)法”的真正起源,而前一個班的學(xué)生接受的則是傳統(tǒng)的“灌輸式”教育。 現(xiàn)代的素質(zhì)教育,強調(diào)鼓勵“學(xué)生采用質(zhì)疑或探究的方式進行學(xué)習(xí)�！本C觀國外教學(xué),普遍采用以調(diào)動學(xué)生學(xué)習(xí)積極性為目標的學(xué)習(xí)方法。例如,比利時傾向于讓學(xué)生獨立學(xué)習(xí),利用學(xué)習(xí)進步表逐步發(fā)展學(xué)生的自學(xué)能力;芬蘭以學(xué)生獨立進行比較和獨立思考得出結(jié)論,作為主要的教學(xué)方法;在英國的教學(xué)倡導(dǎo)個案研究法。目的是使學(xué)生獲得知識中帶有規(guī)律性的東西。目前我國的教學(xué),教師主講式和問題引導(dǎo)式教學(xué)過程仍占主要地位。 研究本課題目的在于探討探究教學(xué)的價值,呼喚體育教師要轉(zhuǎn)變體育教學(xué)觀念,牢記美國華盛頓大學(xué)這樣的一個條幅:“聽來的,忘得快;看見的,記得牢;動手做,才理解得深”。培養(yǎng)適合時代要求的人才。
[Abstract]:When it comes to the origins of inquiry pedagogy, many mention Dewey, Bruner, and Schwab, and other 20th-century American educators or psychologists. However, in Schwab's the Teaching of science as Inquiry), Plato, the ancient Greek philosopher, was traced back to the aristocratic school that Plato founded more than 2,000 years ago. Students are divided into two classes and receive two completely different kinds of education according to the nature of the work they may undertake in the future. One is that for students who might be in general management in the future, the school teaches them a pile of knowledge or dogma that is regarded as absolute truth; Students in this class must accept and learn these dogmatic knowledge unconditionally and with great reverence, without any doubt. On the other hand, for students who may become successors to the ruling class in the future, the school teaches them a completely different set of thinking-the knowledge or dogma taught to the previous class as truth. But here they are taken off the hat of truth and become some advice which at best is of reference value to the students, who are required to remain independent and clear-headed in their study of this knowledge. The knowledge or dogma may be questioned reasonably or supplemented and perfected as necessary. The teaching method used in this class is the real origin of the "inquiry teaching method" that we often say today, while the students in the former class receive the traditional "infusion" education. Modern quality education emphasizes encouraging students to learn by questioning or exploring. In view of foreign teaching, learning methods aiming at arousing students' enthusiasm for learning are generally adopted. Belgium, for example, prefers to allow students to learn independently, using the learning progress table to gradually develop students' ability to teach themselves; Finland uses independent comparisons and independent thinking to draw conclusions as the main teaching method; Teaching in England advocates case study. The aim is to give students something regular in their knowledge. At present, the teaching process of teacher-oriented and problem-leading is still in the main position in our country. The purpose of this study is to explore the value of inquiry teaching, to call upon physical education teachers to change their concept of physical education, and to bear in mind the banners of the University of Washington in the United States: "what you hear, you forget quickly; what you see, you remember; you do it." To understand deeply. " To train talents suitable for the needs of the times.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G613.7

【引證文獻】

相關(guān)碩士學(xué)位論文 前3條

1 王磊;基于問題的學(xué)習(xí)幼兒體育教學(xué)模式研究[D];淮北師范大學(xué);2011年

2 廖志丹;長沙地區(qū)幼兒園戶外體育活動場地現(xiàn)狀調(diào)查研究[D];湖南師范大學(xué);2009年

3 劉計輕;城市幼兒園體育教學(xué)活動現(xiàn)狀研究[D];西南大學(xué);2012年

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本文編號：1981032