【摘要】： 現(xiàn)代思維科學(xué)認為，問題是思維的起點，任何思維過程總是指向某一具體問題的；問題又是創(chuàng)造的前提，一切發(fā)明創(chuàng)造都是從問題開始的。因而，培養(yǎng)一個有創(chuàng)造性的學(xué)生就必須培養(yǎng)學(xué)生的問題意識。我國現(xiàn)代教育理念弘揚學(xué)生的主體性、能動性、獨立性，把學(xué)生的學(xué)習(xí)過程看成學(xué)生發(fā)現(xiàn)問題、提出問題、分析問題、解決問題的過程。顯然，在這一過程中學(xué)生沒有問題是不可思議的。再從我國目前中學(xué)生的問題意識現(xiàn)狀來看，就更凸現(xiàn)了培養(yǎng)學(xué)生問題意識的迫切性。 本文以研究性學(xué)習(xí)為載體，構(gòu)想通過研究性學(xué)習(xí)這一途徑來培養(yǎng)中學(xué)生的問題意識。全文分為三個部分： 第一部分，主要闡述培養(yǎng)學(xué)生的問題意識的意義。在理清問題意識基本內(nèi)涵的基礎(chǔ)上，論述了培養(yǎng)學(xué)生問題意識的積極意義，從而也體現(xiàn)了本研究的價值。 第二部分，是本文的支點。主要論證為什么研究性學(xué)習(xí)是培養(yǎng)中學(xué)生問題意識的有效途徑。這部分在審視我國中學(xué)生問題意識現(xiàn)狀的基礎(chǔ)上，分析了傳統(tǒng)教育中學(xué)生“問題意識”缺失的原因；與傳統(tǒng)教育相比較，研究性學(xué)習(xí)有其無可比擬的優(yōu)越性，，因而，緊接著從研究性學(xué)習(xí)的本質(zhì)以及主要特點出發(fā)，闡述了研究性學(xué)習(xí)為學(xué)生問題意識的培養(yǎng)搭建了知識平臺、提供了自由的空間以及提供強有力的保障。 第三部分，具體論述如何在研究性學(xué)習(xí)中培養(yǎng)中學(xué)生的問題意識。在目前的學(xué)校教學(xué)系統(tǒng)中，研究性學(xué)習(xí)主要有兩個實施渠道，即貫徹在學(xué)科教學(xué)中的研究性學(xué)習(xí)活動和專門設(shè)計的研究型課程。本部分分別論述了在這兩種渠道當(dāng)中，教師應(yīng)該怎樣有意識的培養(yǎng)學(xué)生的問題意識。
[Abstract]:The modern thinking science holds that the problem is the starting point of thinking, any thinking process always points to a specific problem, and the question is the premise of creation, and all inventions and creations begin with the problem. Therefore, it is necessary to cultivate a creative student's problem consciousness. The modern educational concept of our country carries forward the students' subjectivity, initiative and independence, and regards the students' learning process as the process of students' finding problems, putting forward problems, analyzing problems and solving problems. Obviously, it is inconceivable that there is no problem for middle school students in this process. According to the present situation of problem consciousness of middle school students in our country, the urgency of cultivating students' problem consciousness is more obvious. In this paper, research learning as the carrier, through the approach of inquiry learning to cultivate high school students' awareness of problems. The full text is divided into three parts: the first part, mainly expounds the significance of cultivating students' problem consciousness. On the basis of clarifying the basic connotation of problem consciousness, this paper discusses the positive significance of cultivating students' problem consciousness, which also reflects the value of this study. The second part is the fulcrum of this paper. The main argument is why inquiry learning is an effective way to cultivate the problem consciousness of middle school students. On the basis of examining the present situation of the problem consciousness of the middle school students in our country, this part analyzes the reasons for the lack of "problem consciousness" in the traditional education, compared with the traditional education, the research learning has its incomparable superiority, therefore, Then, starting from the essence and main characteristics of research-based learning, this paper expounds that research-based learning provides a knowledge platform for the cultivation of students' problem consciousness, provides a free space and provides a strong guarantee. The third part discusses how to cultivate the problem consciousness of middle school students in inquiry learning. In the present school teaching system, there are two main channels for the implementation of research-based learning, namely, carrying out the research-based learning activities in the subject teaching and the specially designed research-oriented curriculum. This part discusses how teachers should cultivate students' problem consciousness consciously in these two channels.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G420

【引證文獻】

相關(guān)期刊論文 前1條

1 俞金獻;鄭榕;;問題——思維活動的源泉——談初中科學(xué)教學(xué)中問題意識的培養(yǎng)[J];新課程(教育學(xué)術(shù));2011年04期

相關(guān)碩士學(xué)位論文 前5條

1 陳文玲;7-9年級語文閱讀教學(xué)中學(xué)生問題意識的培養(yǎng)[D];河北師范大學(xué);2011年

2 張婷婷;基于創(chuàng)新意識培養(yǎng)的高中化學(xué)“學(xué)生提問教學(xué)”的研究[D];首都師范大學(xué);2012年

3 于京京;小學(xué)語文課堂學(xué)生提問行為研究[D];天津師范大學(xué);2012年

4 胡銳;初中生數(shù)學(xué)問題意識培養(yǎng)研究[D];天津師范大學(xué);2012年

5 閆婷婷;研究性學(xué)習(xí)課程中的知行統(tǒng)一[D];陜西師范大學(xué);2012年

本文編號：2291054