摘要
研究型课程着眼于提高学生的创造性学力,注重提高学科研究能力。研究型课程具有探究性、创新性、自主性和综合性等特征,其基本目标包括能力、情意和知识等七个维度。多元智力理论倡导的学生主动参与、探究发现、交流合作学习等内容引起教师角色、教与学方式的变革,赋予学校教育教学新的功能和价值取向。这些皆为研究型课程的设计与开发提供了许多有益的启示。汲取多元智力理论合理的内核,对研究型课程的设计和实施,特别是课程内容的选择与组织、课程教学的形式和方法等具有积极的意义。
The research-oriented course lays stress on improving students' creativity in learning and conducting research. The research-oriented course is characterized of being explorative, innovative, self-independent and integrated. Its basic goals include ability, emotion, knowledge etc.. Multiple intelligence theory add new function and value-orientation to the reform of teaching and learning methods as it encourages students' active participation, discovery and cooperation in learning. These ideas are inspirational to the development and design of the research-oriented course, especially the options and organization of the contents of the course and the form and method of teaching.
出处
《比较教育研究》
CSSCI
北大核心
2005年第4期58-61,90,共5页
International and Comparative Education
基金
本文系全国教育科学十五规划课题(课题批准号:FB B030781)的阶段性研究成果之一
受安徽省高等学校教学研究立项课题(课题编号:JY X M2003162)的资助。
关键词
多元智力理论
研究型课程
课程设计与开发
theory of multiple intelligence
research-oriented course
course development and design
