三、综合实践活动的特点和课程内容
3、 Characteristics and contents of comprehensive practical activities
㈠综合性学习的定义
Definition of comprehensive learning
关于综合性学习从它产生开始就有多种定义,发展到今天主要有以下几个定义。
There have been many definitions about comprehensive learning since it came into being. Up to now, there are mainly the following definitions.
东北师范大学的熊梅博士,根据在日本的研究成果,对当代综合性学习的基本内涵作如下的概括:综合性学习作为一种相对独立的课程组织形态,它是超越了传统单一学科的界限而按照水平组织的原则,将人类社会的综合性课题和学生关心的问题以单元的形式统整起来,通过学生主体的、创造性的问题解决学习过程,有机的将知识与经验、理论与实际、课内与课外、校内与校外结合起来,以提高学生综合性解决问题的能力,促进知情意行和谐统一的发展。它强调从外在的内容性是转化为内在实际的结果,实现从内容到形式、从手段到结果的统一。
According to the research results in Japan, Dr. Xiong Mei of Northeast Normal University summarized the basic connotation of contemporary comprehensive learning as follows: as a relatively independent organizational form of curriculum, comprehensive learning transcends the boundaries of traditional single discipline and integrates the comprehensive topics of human society and the issues concerned by students in a unit form according to the principle of horizontal organization In order to improve the students' ability of solving problems comprehensively and promote the development of the harmonious unity of knowing, doing and learning, we should combine knowledge and experience, theory and practice, in class and out of class, in school and out of school organically. It emphasizes that the external content is the result of internal reality, and realizes the unity from content to form, from means to result.
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