探究式学习:学生知识的自主建构——从两个探究案例引发的思考

Inquiry Learning: The Self-determined Construction of Students’ Knowledge——Some Thoughts from the Two Inquiry Cases

探究式学习是本次课程改革中的一个特别引起一线教师关注的课题。但随着新课改的深入，实践中出现了各种困惑与误区。在有的探究活动中，学生只是遵照教师制订的方案，按照教师规定的步骤，探究教师提出的问题，生成教师想要的结论。探究式学习的本质是学生知识的自主建构，学生探究过程中自主性的丢失导致探究式学习失去了它的灵魂。开展探究式学习，必须紧紧抓住学生知识建构的自主性这一核心问题，对探究式学习进行更加深入的上位思考。

Inquiry learning is a key problem in today's curriculum reform, which attracts great attention by teachers from classrooms. But as the curriculum reform developing in depth, there appears some puzzles and misleading. In some activities of inquiry, students only follow the programs and steps set by teachers, inquire the questions put forward by teachers and draw conclusions teachers require. The nature of inquiry learning is self-determined construction of students' knowledge. But the loss of students' subjectivity in inquiry learning makes the loss of the soul of inquiry learning. Therefore, the self-determined construction is the key point in inquiry learning , which requires our deep thinking of it.