华南师范大学教育技术研究所的徐晓东,给出这样的定义:所谓综合性学习是以“学会生存,学会学习”的结合为目标,以学习者的兴趣与需要等内部动机为基础,在课题学习中不受学科分类所束缚,通过调查、实践、亲身体验、信息技术的应用等过程综合性的运用各学科的知识和技能,开展问题解决能力的伸展,使学生的学习得到深化、扩展,创造与他人的协作化和共有化,实现学习者的生产学习。
Xu Xiaodong, from the Institute of educational technology of South China Normal University, gives the following definition: the so-called comprehensive learning aims at the combination of "learning to survive and learning to learn", based on learners' interests and needs and other internal motivation, is not bound by subject classification in the subject learning, and is comprehensively operated through investigation, practice, personal experience, application of information technology and other processes With the knowledge and skills of various disciplines, we can develop the extension of problem-solving ability, deepen and expand students' learning, create collaboration and co ownership with others, and realize learners' productive learning.
日本“教育工学事典”将综合性学习定义为:不做学科区分,对于主课题和子课题,学生进行体验活动,以学生兴趣、爱好为基础进行问题解决和创造性的学习。
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