| 试论研究性学习的心理学教育学基础 |
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| 引用本文： | 周平锋,曾维佳.试论研究性学习的心理学教育学基础[J].价值工程,2011,30(32):212-213. |
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| 作者姓名： | 周平锋 曾维佳 |
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| 作者单位： | 广东外语外贸大学南国商学院,广州,510545 |
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| 摘 要： | 研究性学习需要理性的引领。卢梭的自然主义教育观是研究性学习的思想基础;杜威的"五步教学法"使研究性学习从观念层面走向实践层面;罗杰斯的人本主义理论为研究性学习指明了出发点和归宿;布鲁纳的结构主义理论为研究性学习提供了所有的形式;苏霍姆林斯基的"让学生进行独立的脑力劳动"的观点揭示了研究性学习的本质内涵。
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| 关 键 词： | 研究性学习 心理学 教育学 基础 |
On Psychological Education Foundation of Research Learning |
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| Zhou Pingfeng,Zeng Weijia.On Psychological Education Foundation of Research Learning[J].Value Engineering,2011,30(32):212-213. |
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| Authors: | Zhou Pingfeng Zeng Weijia |
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| Institution: | Zhou Pingfeng,Zeng Weijia(Southern China Business College of Guangdong University of Foreign Studies,Guangzhou 510545,China) |
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| Abstract: | Research learning needs rational leads.Rousseau's naturalistic education is the ideological basis of research learning;Dewey's five-step approach makes the research study from the conceptual level to practical level;Rogers's humanistic theory thinks that the research study indicates the starting point and destination;Luna's structural theory provides all the forms for the research study;Suchomlinski's idea of enable students to conduct independent mental reveals the essential content of the research study. |
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| Keywords: | research learning Psychology Pedagogy foundation |
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