通过查阅1999、2000、2001年教育类核心期刊、有关教育论着、“综合实践活动”网页,发现,1999年期刊、2000年期刊与综合实践活动相关的研究很少,直到2001年才出现一些。在我国仅有少部地区在进行“综合实践活动”和“研究性学习”的研究,而很少有人专门进行过有关“综合实践活动”策略、方法和模式的设计开发课题研究。从教育技术的视野研究“综合实践活动”并不多见。即使是专门阐述综合实践活动的书籍文章或者是研究报告也绝大多数是从教师的角度对综合实践活动的理论基础以及其课程进行设计、开发、管理和评价方面进行研究。而从学生的角度,对长期处于传统的分科教学环境下的学生应该如何去学习这门课程,以达到综合实践活动的课程目标却没有多少研究。为此,我们觉得进行综合实践活动的学习策略的研究非常必要。本文将结合中学生的个性特征从综合实践活动课程的特点以及学习策略的研究两个方面对本课题进行阐述。
Through consulting the core journals of education, related educational theories and "comprehensive practice activities" web pages in 1999, 2000 and 2001, it is found that there are few studies on the relationship between the journals and comprehensive practice activities in 1999 and 2000, and some of them did not appear until 2001. In China, only a few areas are carrying out the research of "comprehensive practice activity" and "Research-based Learning", while few people have carried out the research on the design and development of "comprehensive practice activity" strategy, method and mode. From the perspective of educational technology, "comprehensive practical activities" are rare. Even the books and articles or research reports that specially describe the comprehensive practice activities mostly study the theoretical basis of the comprehensive practice activities and its curriculum design, development, management and evaluation from the perspective of teachers. However, from the perspective of students, there is not much research on how to learn this course to achieve the goal of comprehensive practical activities. Therefore, we think it is very necessary to study the learning strategies of comprehensive practical activities. This paper will combine the personality characteristics of middle school students from the characteristics of the comprehensive practical activity curriculum and the study of learning strategies.
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