| 论本科教学中研究性学习与课程结构的整合 |
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| 引用本文： | 彭虹斌.论本科教学中研究性学习与课程结构的整合[J].集美大学学报(教育科学版),2009,10(4):42-46. |
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| 作者姓名： | 彭虹斌 |
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| 作者单位： | 华南师范大学教育管理系,广东,广州,510631 |
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| 基金项目： | 广东省教育科学规划2008年一般项目"文化哲学视野下的教育管理学理论考察与构建" |
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| 摘 要： | 随着课程理论界对研究性学习探讨的深入,研究性学习逐步扩展到我国高等教育领域。课程的宏观结构,是指一个专业的教学计划所规定的课程设置体系,以及各门课程之间的相互关系。课程的微观结构是每门课的课程标准和教科书的安排顺序以及内容的呈现方式。在本科课程与教学改革中,引入研究性学习,在微观结构层面,建立与学生研究性学习方式相适应的课程微观结构,以单元的形式最为适宜,每一个单元应包括：主题、问题、评价。
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| 关 键 词： | 研究性学习 课程结构 单元 主题 |
The Integration of Inqury Learning and Curriculum structure In Udergraduate Instruction |
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| PENG Hong-bin.The Integration of Inqury Learning and Curriculum structure In Udergraduate Instruction[J].Journal of Jimei University,2009,10(4):42-46. |
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| Authors: | PENG Hong-bin |
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| Institution: | PENG Hong-bin (Education Administration Department, South China Normal University, Guangzhou 510006, China) |
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| Abstract: | With the further discussion of inquiry learning, this topic has gradually extended to the field of higher education. Macro-structure of the curriculum refers to the relationships among different courses and the courses system regulated by a professional teaching plan while Micro-structure includes course standard, arrangement of the textbook as well as the presentation of content. We should introduce inquiry learning into the curriculum and teaching for innovation. At the microcosmic level, we should establish a micro structured course to suit the inquiry learning. The form of unit is preferable. Each unit should include following parts： themes, questions and evaluation. |
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| Keywords: | inquiry learning curriculum structure unit theme |
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