| 研究性教学的理论与实践 |
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| 引用本文： | 刘智运,刘红英.研究性教学的理论与实践[J].教学研究(河北),2010,33(4):13-16. |
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| 作者姓名： | 刘智运 刘红英 |
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| 作者单位： | 武汉理工大学,湖北,武汉,430070 |
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| 摘 要： | 回溯了研究性教学的历史演进。从18世纪启蒙思想家卢梭主张让学生通过自己在生活中、在活动中的发现来学习,到19世纪末至20世纪初的杜威、克伯屈提出的探究学习和布鲁纳的发现学习,都蕴含着一个共同的特点：研究与探索。研究性教学源于问题,围绕问题来开展教学、师生共同探究,彰显自由精神。对于教师自由地从事研究与教学,更直接地支持来自大学,需要大学创设和谐、宽松、自由的学术环境,尊重教师应有的学术权利。
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| 关 键 词： | 研究性教学 学术自由 学习自由 自由精神 |
Theory and practice of research teaching |
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| LIU Zhi-yun,LIU Hong-ying.Theory and practice of research teaching[J].Research in Teaching,2010,33(4):13-16. |
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| Authors: | LIU Zhi-yun LIU Hong-ying |
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| Institution: | (WuhanUniversity of Technology, Wuhan Hubei 430070, China) |
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| Abstract: | This article traces the historical evolution of research teaching. From enlighten a thinker J. J. Rousseau for 18 centuries the assertion let the student pass oneself at the life and in the activity of detection to study, to 19 centuries, the end go to the beginning of 20 centuries of the J. Dewey and W. H. Kilpatrick proposed investigation study and J. S. Bruner＇s detection study, all contain a common of characteristics： research and exploration. The research teaching comes from problems, regarding the question to carry out teaching; teachers and students are exploring together, to demonstrate the liberty spirit. Teachers freely take up research and teaching are more directly support from universities, the university need to create a harmonious, relaxed and free academia, the academic rights of teachers should be esteemed. |
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| Keywords: | research teaching academic freedom freedom of learning liberty spirit |
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