小学生研究性学习知识的探析

发布时间：2018-03-04 13:36

本文选题：小学生　切入点：研究性学习　出处：《淮北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：研究性学习的出现是我国新课程改革的一大亮点与突破,它昭示着课程目标的新定位、课程职能的新转变、课程资源与开发更具科学性与人文性,也引发了教学方法、教学组织形式和教学评价的更新。它是学校教育在课程与教学上的探索与发展,为学生的全面发展创建了可运行的环境。小学是开展研究性学习的基础阶段与摸索阶段,帮助小学生学会研究,掌握开展研究性学习所需具备的知识应该是这一阶段的主要教学目标,基于此帮助小学生掌握研究性学习知识的教育重要性不言而喻。本研究以教育目标分类理论、建构主义和脑科学为主要理论依据,采用文献分析法、比较研究法、观察法和案例分析法,对小学生研究性学习知识进行探讨,共分为四部分:第一部分包括研究缘起、研究目的及意义、文献回顾及理论基础、研究思路及方法;第二部分对小学生研究性学习知识的概念进行界定,提出其基础性、发展性、操作性和开放性的特征,并对小学生研究性学习知识的价值进行阐释;第三部分依据界定的小学生研究性学习知识概念,将其分为陈述性知识(研究性学习的通识知识)、程序性知识(研究方法、学习工具和评价的知识)和策略性知识(元认知策略性知识和资源管理策略性知识)三大块知识,进行内容分析;第四部分基于脑科学理论的视角下,从情绪脑、记忆脑和思维脑三个角度探讨了教师帮助小学生学习与掌握研究性学习知识的参考性建议。本研究旨在通过建构小学生研究性学习知识的内容体系,来帮助教师厘清小学生研究性学习知识的结构:陈述性知识、程序性知识和策略性知识,以引导小学生习得和使用这些知识,让小学生能够研究、学会研究,在研究性学习的过程中逐渐培养问题意识,提高观察能力、合作能力、动手能力、反思能力,形成积极正确的人生观、世界观、价值观,最终促进小学生全面健康地发展。
[Abstract]:The emergence of research-based learning is one of the highlights and breakthroughs in the new curriculum reform in China. It shows the new orientation of curriculum objectives, the new transformation of curriculum functions, the more scientific and humanistic nature of curriculum resources and development, and the teaching methods. It is the exploration and development of school education in curriculum and teaching, and creates a workable environment for the all-round development of students. Helping pupils learn to study and master the knowledge needed to carry out research-based learning should be the main teaching objective of this stage. Based on this, the educational importance of helping primary school students to master research-based learning knowledge is self-evident. Based on the classification theory of educational objectives, constructivism and brain science as the main theoretical basis, this study adopts the method of literature analysis and comparative research. The first part includes the origin of the study, the purpose and significance of the study, literature review and theoretical basis, research ideas and methods; The second part defines the concept of primary school students' research-based learning knowledge, puts forward its basic, developmental, operational and open characteristics, and explains the value of primary school students' research-based learning knowledge. The third part is divided into declarative knowledge (general knowledge of research-based learning) and procedural knowledge (research method) according to the defined concept of research-based learning knowledge of primary school students. Learning tools and evaluation knowledge) and strategic knowledge (metacognitive strategic knowledge and resource management strategic knowledge) were analyzed. This paper discusses the reference suggestions of teachers to help pupils to learn and master the knowledge of inquiry learning from the perspectives of memory brain and thinking brain. The purpose of this study is to construct the content system of primary school students' knowledge of inquiry learning. To help teachers clarify the structure of primary school students' research-based learning knowledge: declarative knowledge, procedural knowledge, and strategic knowledge, to guide pupils to acquire and use this knowledge, so that pupils can study and learn to study. In the process of research-based learning, we gradually cultivate the awareness of problems, improve the ability of observation, cooperation, practical ability, reflective ability, and form a positive and correct outlook on life, world outlook, values, and ultimately promote the overall and healthy development of primary school students.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G622.4

【相似文献】