First, research-based learning and research-based learning courses in subject teaching
In subject teaching, research-based learning and research-based learning courses have both similarities and differences.
From the meaning of inquiry learning, there can be two kinds of understanding: broad and narrow. In a broad sense, it refers to students' inquiry learning, which is a learning method and an educational concept or strategy. Obviously, it can permeate all subjects and activities that students study. In a narrow sense, it is a special research activity, which means that students choose and determine research topics from their own life and social life under the guidance of teachers, and actively acquire knowledge, apply knowledge and solve problems in a way similar to scientific research. [1] The "research study course" added in the "Full-time Senior High School Curriculum Plan (Trial Revision)" promulgated in early 2000 mainly refers to this special research activity. Research-based learning in subject teaching mainly refers to research-based learning methods, and of course includes special research activities within the subject. From the purpose of inquiry learning, whether it is inquiry learning in subject teaching or inquiry learning courses, it is mainly to change students' learning methods by simply accepting the knowledge taught by teachers, to build an open learning environment for students and to provide various channels. Where's Ding? у Make trouble? Do you think it is too late? Curtains. Curtains? Scandium, Zhang Kang, neon, bridge, thumb and onion? Why not take a bath with my widowed mother? To be fair? Can you tell me what you are doing? Can you tell me what you are doing? Did shell bully discuss with you? Are you happy? Choose n? Private? What's the matter with you? Amine twist a terminal hoop? Poor essence? Member u Xi? Hey? Hey? Is it judged that the south is tenon-holding? Do you want to know what happened to you? What's the matter with you? Tuo φ is inferior? Hey? What is the magic malaria soup? Hey? SUP & gt[2] At present, classroom teaching of subject courses is still the main position for students to learn, and the change of students' learning style will eventually be implemented in subject teaching, so it is very important to carry out research-based learning in subject teaching. The offering of research-based learning course will change teachers' teaching concepts and behaviors to a certain extent, improve students' problem awareness and inquiry ability, and is of great significance to promote the development and deepening of research-based learning in subject teaching. Judging from the objectives and characteristics of inquiry learning, inquiry learning and inquiry learning courses in subject teaching are basically the same. Both of them take problems as the carrier in the teaching process, creating situations and ways similar to scientific research, so that students can gain direct experience through personal practice, develop scientific spirit and attitude, master basic scientific methods, and improve their ability to solve practical problems by comprehensively applying what they have learned. They all have the characteristics of openness, autonomy, practicality and process, but compared with research-based learning courses, research-based learning in subject teaching has some limitations in terms of students' autonomy, comprehensive content and openness of results. Although research-based learning in subject teaching can also be interdisciplinary, it is mainly limited to related issues within the subject; Although it can also be done outside class, it is more important to be based on the classroom; Although students are also allowed to choose their own topics and research independently, it is more important to do it under the guidance of teachers; Although the results of its exploration can also be open, it is easier to find the predicted conclusions in books or textbooks; Although it also emphasizes the process, it also emphasizes the result more often. At present, the teaching tasks and teaching methods have not changed, so it is more complicated and difficult to carry out research-based learning in subject teaching, which needs us to study more. Second, the development of research-based learning in subject teaching
Whether as an independent course or as a way of learning, research-based learning permeates subject teaching. At present, it is still in the initial and experimental stage, and there are still many problems, which also pose new challenges to our teachers. Practice has proved that as long as the teaching is handled properly, the original course content can also support the development of students' research-based learning to some extent. Many of our excellent teachers not only effectively guide students to master basic knowledge and skills, but also cultivate students' awareness and ability of active learning and exploration. Therefore, it is possible and necessary to carry out research-based learning in the teaching of various subjects.
(A) the change of teachers' teaching concept is the premise of carrying out research-based learning.
For a long time, due to the influence of traditional teaching concepts, there is a tendency to pay too much attention to knowledge transmission, too much emphasis on learning, rote learning and mechanical training, ignoring students' interest in learning, inhibiting students' initiative in learning, which is not conducive to cultivating students' innovative ability and practical ability. The purpose of modern teaching is to help every student study effectively and make every student develop in an all-round way. Changing the way of learning is to change this learning state, put students in the main position of learning, create an educational environment that can guide students to actively participate, stimulate students' enthusiasm for learning, readjust their roles, respect students' ideas, cooperate with students on an equal footing, and create a relaxed and free activity space for students, which is the guarantee for achieving good learning results. Therefore, teachers' teaching methods should serve students' learning methods, teachers should change the traditional indoctrination teaching methods, and guide students to learn actively through various teaching organizational forms such as discussion, research and experiment in the teaching process, so that students' learning can become an active and personalized process under the guidance of teachers. To change students' learning style, teachers' educational concept and teaching behavior must be changed first, which is the premise of carrying out research-based learning. (B) the main ways to implement research-based learning in subject teaching
1. Special research units are interspersed in subject teaching.
At present, there are many ways to try to carry out research-based learning in subject teaching, that is, to properly insert some special research activities related to subject teaching content without destroying the logic and systematicness of subject knowledge. This is a form of inquiry learning in subject teaching at present. This kind of special research is similar to the special research in the research-based learning course in implementation and operation, and it has to go through three main stages: the stage of entering the problem situation, the stage of practical experience and the stage of expression and communication, but it is different in the scope of topic selection. It is very important to determine the research topic, which directly affects the success or failure of the research. In fact, in the new syllabus of ordinary senior high schools, all subjects provide some reference topics for students, which points out the direction for the choice of topics, but in actual use, they should be flexibly selected or adjusted according to the actual situation. It is worth noting that students are bound to be confused when choosing their own topics. How to determine the subject that suits you and can acquire knowledge to solve through your own observation and channels within your own power? At this time, students need the creative guidance of teachers in the process of selecting topics, setting topics and grasping topics. For example, some students have designed topics such as "caring for the earth" and "blue sky is calling". These topics are quite complex and involve a wide range of environmental issues. In order to solve these problems, we should consider all kinds of pollution and the environmental problems caused by each pollution. At present, what high school students can do is to think about individual pollution factors, and they feel that they can't start with such a big topic, so most of the research they have done and the research results they have obtained are general, and even the correct answers to such topics can't be obtained through research. At this point, teachers can turn students' topics into small topics such as studying the atmosphere, water, noise and white pollution. These small topics can also be broken down into smaller problems, such as automobile exhaust emissions, plastic lunch boxes, construction noise, the harm of waste batteries, the recycling of waste paper, and the resistance of plants to air pollution. This kind of topic change is more suitable for students to study. Therefore, students' independent topic selection needs to be carried out under the guidance of teachers. Specific topics can be considered from the following two aspects.
(1) Determine the research topic from the textbook.
Some basic principles, concepts and laws in textbooks are known to human beings, but students don't know these conclusions. Such a topic can be designed as a process of re-creation and re-discovery by students. For example, in junior high school geography class, some teachers changed the content to "Is it better to live in the south or the north?" Ask students to choose one side of the research topic, and then collect information to prove their views through activities such as reading books, visiting and investigating. Then through the heated debate between the two sides, find out what differences exist between the north and the south. When choosing this topic, we should not only consider what content is suitable for students to do research independently, but also consider that every student can participate. (2) Choose questions related to the subject content from real life.
Research-based learning emphasizes the cultivation of students' ability to find, analyze and solve problems, so that students can solve practical problems related to the subject content around them. Students can get a direct feeling of society through personal practice such as searching for information, hands-on experiments and social surveys. At the same time, they can also understand the general process and methods of scientific research, try to communicate and cooperate with others, know that there are many channels to obtain information, and try to integrate existing knowledge to solve the research topic. Students will see that the knowledge they have learned and the skills they have mastered are so important in real life, and thus understand that the purpose of learning is to live a better life in the future. For example, to solve the problem of "pollution and treatment of rivers in hometown", it is often necessary to use the knowledge of other disciplines, and usually it is necessary to break the boundaries of disciplines and comprehensively apply the knowledge learned to solve practical problems.
This form of inserting special research units into subject teaching can cultivate students' innovative spirit and practical ability in an open environment. However, because this form needs a lot of time, under the existing conditions, only a few research topics can be designed in teaching, and it is usually appropriate to arrange one or two topics in one semester.
2. Infiltrate the concept of inquiry learning into classroom teaching.
At present, the class teaching system is still the main organizational form of students' learning, and the classroom is still the main space for regular learning. Therefore, how to carry out research-based learning in classroom teaching, fundamentally change students' learning methods, and better cultivate students' innovative spirit and practical ability is a realistic and concrete problem. The key to carrying out research-based learning in classroom teaching is that teachers should infiltrate the concept of research-based learning into subject teaching, give full play to students' main role in teaching, and combine the contents of subject teaching to let students discover, explore and draw conclusions independently under the guidance of teachers, instead of telling students ready-made conclusions. Specific measures can be taken as follows. (1) Create problem situations and guide students to carry out inquiry learning.
Inquiry learning is based on students' inquiry learning. Inquiry learning is a method that enables students to work independently, find problems by themselves and master knowledge. In a certain problem situation, students collect, process and process information around the problem with the help of textbooks and materials provided by teachers, and finally find ways and methods to solve the problem with the help of similar scientific research methods, or independent exploration or collaborative discussion, and then form correct conclusions and concepts. "Inquiry is a multifaceted activity that needs observation; Need to ask questions; Need to consult books and other sources of information in order to find out what you already know; Design research plan; It is necessary to test what is already known according to experimental evidence; Need to use various means to collect, analyze and interpret data; Need to provide answers, explanations and predictions; It is necessary to tell people the results of the research. " [3] For traditional subject teaching, it is necessary and possible to infiltrate inquiry factors in order to develop students' intelligence to the maximum extent.
How can teachers guide students to "explore" in classroom teaching? First of all, teachers should make full preparations for students' exploration and discovery, such as teaching AIDS and materials for students to study in groups. Then explain the purpose and requirements of the discovery process to students, put forward the problems to be discussed, point out the value and steps of discussion, stimulate students' initiative and interest, and trigger students' inquiry psychology. Secondly, according to the goals and approaches put forward by teachers, students actively sum up principles and laws through reading, demonstration, observation and thinking, and seek solutions to problems in order to find the answers to them. This is the main link in the process of inquiry learning, and it is also the basis for students to discover knowledge. At this time, teachers should actively patrol and guide. Third, students exchange the results or conclusions of preliminary research, and conduct in-depth discussion and further exploration on some specious or incomprehensible problems. Fourthly, on the basis of the above-mentioned links, let students summarize and sort out the knowledge and conclusions obtained in the preliminary inquiry and communication according to the questions they explore, so as to make the knowledge systematic and orderly, and teachers should play a leading role in this process. Finally, teachers can let students apply their own conclusions to the practice of solving problems, so as to further verify and consolidate what they have learned. For example, when discussing how to carry out research-based learning teaching in classroom teaching, Datong Middle School in Shanghai dealt with the content of the course "Simple Pendulum" in physics, highlighting the most important research methods in physical science: phenomenon observation → asking questions → putting forward assumptions → establishing models → experimental analysis → theoretical derivation → forming rules → applying practice, so that students can learn the teaching content of "Simple Pendulum" which is of great significance to natural science. (2) Create a variety of practical activities and incorporate some empirical learning.
At present, the acquisition and application of classroom teaching knowledge is not directly in contact with objective reality, but only "written materials" such as words, graphics and tables that have been abstractly processed, lacking direct experience and real experience. Inquiry learning is a kind of practical learning. For students, it is more meaningful to know how to do it by hand, go into the laboratory to check and have a look with their own eyes than to find the answer in Newton's works or a textbook. This kind of "real experience activity" is a very important purpose of research-based learning. Through this kind of learning, students will gain the experience of "how to acquire knowledge", their skills and abilities will be developed to the greatest extent, and their intelligence will be improved. Therefore, in classroom teaching, we should create various practical activities and try our best to let students explore in them.
(3) Add some history of scientific exploration to the teaching content to inspire students to speculate.
Previous studies focused on memory concepts or theories, lacking deep-seated questions, such as how much knowledge has been formed to explain various natural and social phenomena? What is the basis and premise of the existence of laws, rules or theories? What is the value of this knowledge? And how do people apply this knowledge to their daily lives? In fact, these are all questions that students should consider, but students don't know that this is the main content of research-based learning. For example, how did the "plate tectonic theory" in geography come into being? What is its value? Are there any other theories that can explain the present situation of land and sea distribution? Can students create a new theory to replace it? The true scientific attitude is critical, and it is wrong to exaggerate the authority of science. People can regard the scientific view of history as a history of discovering new theories, abandoning untrue theories and replacing them with better ones. In the information society of 2 1 century, it is essential to learn this way of thinking. Otherwise, in the sea of knowledge and information in Wang Yang, students will lose their way and take falsehood seriously, making it difficult to distinguish right from wrong. Appropriately adding some history of scientific exploration will not only help students understand the methods of scientific research, but also help students find problems, ask questions, inspire students' ideas and find ways to innovate problems.
3. Inquiry learning and receptive learning in subject teaching.
In the educational practice of human beings, there have always been two different types of education forms: one is to let learners "accept" the existing knowledge of human beings through systematic teaching; Second, through students' personal practice, let learners "experience" the fun of using knowledge and build their own knowledge system independently. If we call the education corresponding to the former "imparting education" and the corresponding learning method "accepting learning", then we call the education corresponding to the latter "experiential education" and the corresponding learning method "research learning". Judging from a person's all-round development, these two ways of education and learning are indispensable, just like a person's two legs. Only when both legs are strong can they walk steadily and run fast. But in the past, we put too much emphasis on "receptive learning" and took "receptive learning" as the center, while ignoring "research learning". Emphasizing the importance of "inquiry learning" now is to find the proper position of "inquiry learning" in the curriculum, not to belittle the value of "receptive learning". [4]
It should be noted that these two learning methods have their own advantages: "research learning" has its own uniqueness in accumulating direct experience and cultivating students' innovative spirit and practical ability; However, the efficiency of receptive learning in accumulating indirect experience and transferring systematic knowledge is incomparable with other methods. Therefore, these two learning methods are both necessary and complementary in subject teaching. Correctly handling the relationship between them is how to handle the relationship between "laying the foundation" (imparting basic knowledge and training basic skills) and cultivating inquiry ability and innovative spirit. Inquiry learning is just a way to construct human experience. We emphasize its significance to teaching, but we do not want to oppose or give up other learning activities. People's different learning paths need to cooperate with each other and complement each other. Although the American National Science Education Standard emphasizes learning science through inquiry, it also puts forward that "teachers should strive to make students master the knowledge described in the content standard, understand the truth described, and learn the skills described with different strategies". [5] Therefore, while learning through problem solving, learners can integrate the knowledge constructed in different ways with other learning forms such as reading, attending lectures and discussing, and organically combine research-based learning with other learning forms. It is obviously not advisable to try to replace receptive learning with research-based learning.
Third, the limitations of research-based learning in subject teaching
Any teaching method has its limitations, and inquiry learning is no exception. Advocating inquiry learning mode is to hope that teachers can actively and appropriately choose this learning mode from the reality of subject teaching in teaching activities, so as to give full play to its inherent advantages, but don't mistakenly think that subject teaching should be based on inquiry learning mode. In fact, although research-based learning has many advantages, it is difficult to give full play to its advantages in subject teaching due to the limitations of subject teaching objectives, teaching time, teaching content and teaching methods.
First, this method is more suitable for small class teaching and group discussion. At present, the scale of class teaching makes it difficult for every student to participate in the whole inquiry process of the same teaching content.
Secondly, under the condition that the traditional teaching task has not been reformed, the shortage of class hours is a prominent contradiction in carrying out research-based learning. Some contents can be solved in ten minutes if the traditional teaching method is used, but it takes more time to use the research learning mode.
Third, research-based learning pays more attention to the formation process of knowledge, and it is difficult for students to obtain more systematic basic knowledge of disciplines.
Fourth, not all subject knowledge is suitable for research-based learning. The declarative knowledge, which embodies the names, concepts and facts of things, does not require students to spend time exploring, but can be mastered only by listening and reading. The practice of decomposing the whole textbook into research topics is debatable.
Fifth, research-based learning needs enough teaching equipment and extracurricular educational resources, which needs further development under the current situation.
Sixth, it will take a long time to realize a major change in teachers' teaching behavior and guide students to change their learning methods without much change in teaching content and teaching conditions.
We believe that with the in-depth development of research-based learning and research-based learning courses in subject teaching, educators will continue to explore and innovate in teaching practice, and research-based learning will surely bear fruitful results. The development of inquiry learning will also strongly promote the healthy development of quality education.
note:
[1] Huo, Zhang. Characteristics of Inquiry Learning and Course Orientation [J]. Courses, Textbooks and Teaching Methods, 2000,20 (11).
[2] Ministry of Education. Guide to the implementation of research-based learning in senior high schools (for Trial Implementation).
[3] [5] National Research Council. American national science education standards. Jin Qinghe et al., Beijing: Science and Technology Literature Publishing House,1999,30.
[4] Zhang Hua. On the Essence of "Inquiry Learning" Course [J]. Research on Educational Development, 200 1, (5).
References:
1. Xie Shuping. Construction of research-oriented curriculum [J]. Educational Research, 200 1, (6).
2. Zhang Jianwei. Problem-based learning [J]. Educational Research and Experiment, 2000, (3).
3. Tian Huisheng et al. Introduction to Activity Education [M]. Beijing: Education Science Press, 2000
(Source: Curriculum and Textbook Teaching Method, No.5, 2002, P 1 1 ~ P 15. ) The above is excerpted from Feng Xinrui National Institute of Educational Sciences. I hope it helps you.