| 研究性学习的教育传播特性 |
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| 引用本文： | 汤智.研究性学习的教育传播特性[J].现代教育技术,2003,13(1):21-24. |
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| 作者姓名： | 汤智 |
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| 作者单位： | 广西师范大学教科院,桂林,541004 |
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| 摘 要： | 研究性学习实践与理论的发展需要相应的教育传播理论予以回应。与授受式教学相比,研究性学习具有自主性、交互性、情境性、实践性特征,在教育传播中各基本要素地位、要素相互作用方式、教育传播过程、周围环境的制约等方面学习者的主体性得以体现,从而形成全新的教育传播效果。
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| 关 键 词： | 研究性学习 授受性教学 教育传播特性 |
| 文章编号： | 1009-8097(2003)01-0021-04 |
| 修稿时间： | 2002年5月26日 |
The Characteristics of Research-oriented Learning on Educational Communication |
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| Tang Zhi.The Characteristics of Research-oriented Learning on Educational Communication[J].Modern Educational Technology,2003,13(1):21-24. |
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| Authors: | Tang Zhi |
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| Abstract: | Educational communication theory is required to develop the practice and theory of research-oriented learning. Compared with the give-and-accept teaching mode, research-oriented learning is characterized by independence, interactivity, situation and practice. In every aspect of research-oriented learning such as the status of each essential element, the way of interaction among elements, the process of educational communication and the limitation of situation, the learners?independence is embodied. Therefore, the brand-new effect of educational communication is formed. |
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| Keywords: | Research-oriented Learning Give-and-accept Teaching Characteristics on Educational Communication |
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