探究性学习应处理好几个关系

基础教育课程改革强调探究性学习,但一些研究存在着偏差,没有处理好探究性学习与相关问题的关系,如强调培养探究性能力,忽视培养探究性意识,强调探究性学习,否定接受性学习,强调探究学习疑问,忽视探究学习收获,强调科学性探究,忽视学习性探究等,也没有考虑到根据基础教育阶段学生年龄特征不同,能力特征不同而提出不同的探究要求.本文拟对此提出自己的观点.

Several relations that should be paid attention to in inquiry learning

Inquiry learning is emphasized in elementary education course reform but the relationships between inquiry learning and its related problems have not been solved. For example, fostering exploratory ability is stressed but exploratory ideas are neglected; scientific exploration is attached great importance to but receptive learning is denied; questions from exploratory learning are put emphasis on but results from exploratory learning are overlooked; scientific exploration is paid much attention to but learning-based exploration is ignored. Besides, the reality is not considered that different requirements should be set for students at different ages and with different abilities in the reform. Some corresponding suggestions are made in this paper.