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课程改革实验区学生学习方式调查 被引量:4

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摘要 新课程倡导学习方式的变革,自主合作探究成为新课程的重要标志之一。然而实施四年之后的新课程,当我们回过头来思考,不禁要追问自主合作探究追求的实质是什么?答案是确定的,我们是为了追求学习的有效性。换句话说,我们追求的是深层式的学习,摒弃的是表层式的学习。那么,实施新课程以来,学生的学习方式是否在向深层式学习方式发展呢?教师在按照新课程的理念设计教学的时候,应该怎样处理教学方式与学生学习方式的关系呢?针对这些问题,本期组织了一系列文章,来共同关注“新课程学习方式的变革”。
作者 高凌飚 钟媚
出处 《基础教育课程》 2005年第8期2-7,共6页
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参考文献9

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二级参考文献10

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共引文献23

同被引文献16

  • 1王晓霞.论教师话语场域效应及其时代内涵[J].安徽工业大学学报(社会科学版),2006,23(4):130-131. 被引量:3
  • 2袁铮.浅谈中学生英语学习兴趣的培养[J].胜利油田师范专科学校学报,2005,19(4):64-65. 被引量:6
  • 3Biggs,J.B.Learning in the Classroom[A]. Classroom Learning- Educational Psychology for the Asian Teacher [M].University of Hong Kon, 1995.
  • 4教育部基础教育司.走进新课程--与课程实施者对话[M].北京:北京师范大学出版社,2002.
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  • 8Gao.L.B.A Study of Chinese Teachers‘ Conceptions of Teaching[]..2004
  • 9Marton,F.,Saljo,R.On qualitative differences in learning. Outcome as a function of learner’s conception of the task[].British Journal of Educational Psychology.1976
  • 10Wong N Y,Lin W Y,Watkins D.Cross-Cultural Validation of Models of Approache s to Learning: An Application of Confirmatory Factor Analysis.[].Educational Psychology.1996

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二级引证文献44

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