摘要：21世纪，经济全球化、资源信息化、知识与信息高度关联化和社会的发展对创造性人才、对劳动者的创新精神提出了前所未有的要求，使得人们开始审视学习知识的方式，传统的学习方式存在着种种弊端，为此，世界各国纷纷进行课程改革，研究性学习应运而生。在国际国内教学改革的这种大背景之下，研究性学习也走进了中学语文学习的领域。对于“语文研究性学习”的概念，至今没有也很难有一个统一的界定。根据一些语文教育家、语文教学专家以及一些语文教学第一线教师给“语文研究性学习”下的定义，结合自己的研究和实践，自己给语文研究性学习下的定义为“语文研究性学习是语文教学中，教师在“大语文观”理念下以先进的教育教学理论为指导，依据语文学习的特点和学生的兴趣、爱好、实际，适当地指导学生用科学的态度和类似科学研究的方式，在语文学习和社会生活中自主发现问题、解决问题，从而提高学生的语文素养，形成创新精神、实践能力和良好人格的一种学习活动。”语文研究性学习具有以下特点即开放性、实践性、自主性、交互性和人文性。分析了研究性学习的理论依据有建构主义学习理论，杜威的问题教学理论，布鲁纳的发现学习理论，罗杰斯人本主义学习理论，加德纳的多元智能理论和陶行知的“教学做合一”的理论第二章分析了开展语文研究性学习教师应具备的理念有：新的教学观、学生观、教师观、环境观和评价观。第三章论述了开展语文研究性学习要达到的目标是激发学生学语文的兴趣，培养学生对信息的获取、筛选、整合和应用能力，培养学生的实践能力，培养学生的问题意识，培养学生的创新精神，培养学生勤奋刻苦、严谨认真、团结协作的良好人格。第四章主要论述了语文研究性学习的实施策略。指出在实施语文研究性学习时应该遵守的实施原则有：自主实践性原则，问题探究性原则，过程体验性原则，开放综合性原则和参与全员性原则。在论述实施策略时具体分为三个方面：1.以教材内容为出发点进行语文研究性学习。2. 以“课堂教学”为主阵地，开展研究性学习。3. 把语文知识和学生的生活实际结合起来进行课题式的研究性学习。第五章论述了语文研究性学习教师的指导。指出了教师应坚持的原则：一致性原则，拓展性原则，针对性原则。并根据研究性学习的阶段论述了教师在每个阶段的指导策略。第六章论述了语文研究性学习的评价。分为评价的原则；评价内容；评价方法。第七章论述了通过实践自己对语文研究性学习存在问题的思考：1. 现行的语文高考模式还实实在在地左右着中学语文教学，使中学教师面对研究性学习“想说爱你，却不是很容易的事”；2. 教育主管部门的观念有待更新；3. 语文老师的观念比较落后，新锐教师在教学实践中孤立无援；4. 教学设备不足，学习资源匮乏；5. 缺乏社会的理解和支持；6.学校管理制度上不完善。并针对这些问题初浅的谈了自己的解决策略：1.各级教育领导机关和部门应采取一切措施，为开展研究性学习创造必要的条件；2.正确认识研究性学习与高考，研究性学习与传统语文学习的关系。3.转变观念，提高能力；4.尽力争取社会的理解和支持；5.加快校园网等硬件建设，营造良好的学习环境。
关键词：语文 研究性学习 研究 实施 策略
Abstract：It is 21 century now. The higher than ever request in laborer’ creativity, which results from economy globalization, resource information and the close relationship between knowledge and information, forces people to reconsider our learning ways. Traditional learning ways have many disadvantages. Many countries are reforming their education. As a result, inquire learning were born. It is in this reforming background that enquiring learning is introduced into Chinese teaching in high schools. By now, there is standard definition for “inquire learning of Chinese”. And it is hard to define. According to some experts and teachers of Chinese, plus the writer’s own study and practice, “inquire learning of Chinese is a kind of learning activities in Chinese teaching, the teachers are guided by the advanced and educating theories, according to “the theories of general ideas of Chinese”, it is based on the characters of Chinese learning and the interests ,hobbies and factors of the students to guide the students to find and solve the problems in scientific attitude and the methods of scientific attitude and the methods of scientific research. Thus we can improve the students’ Chinese quality ,and form the student’ creativity , practice ability and good manners of characteristics.” The first chapter explains its support theories, namely, study theory of “Construction Idea”, J. Dewey’s theory of “Problem Teaching”, Bruner J’s theory of “study of finding out”, CR. Roger’s theory of “study of humanism”, Howard Garder’s theory of Multiple Intelligences, and Tao Xingzhi’s theory of “Combination of teaching and learning”. The second chapter analyzes the ideas that the teachers should have in carrying out inquire learning of Chinese, which are new ideas of teaching, students, teachers, environment and assessment. The third chapter introduces the goals of inquire learning of Chinese, which are inspiring students’ interest in Chinese learning, fostering students’ ability of getting, selecting, organizing and applying information, training students practice ability, sense of problems and creativity, training students’ personality of hard-working, careful and teamwork. The fourth chapter informs us of the principles to carry it out. They are independent practice, exploring problems, experiencing process, opening comprehensiveness and all taking part in. According to my experience in carrying it out, it should be practiced by combining in-class and after class study. The content should be Chinese learning and social life. It is to be applied in three aspects. First, the base is the material in the textbooks. Second, the battlefield is “class teaching”. Third, the approach is combining Chinese with students’ practical life. The fifth chapter makes clear the instructions for teachers. Teachers ought to follow three rules: persistence, extension and considering students’ level. It also points out the guidelines for teachers in each phase. The sixth chapter focuses on the assessment of inquiry learning. It mainly focuses on the principles 0f assessment, The contents of assessment and the meth0ds of assessment. The last chapter put forward some problems the writer run into in his practice related to inquire learning. First, the exam system now orients Chinese teaching in high schools. It is hard for teachers to apply enquiring study. Second, the authorities have to improve their concepts. Third, many teachers’ teaching ideas are out of date. Active teachers are alone in practice. Fourth, teaching equipment is lack. Fifth, the public doesn’t understand and support it. Sixth, the management in schools is to be perfected. Here is the writer’s advice for these problems. First, the authorities should take every measure to create necessary conditions for inquire teaching. Second, change our conceptions and improve our ability. Third, try to gain understanding and support from the public. Fourth, Speed up the building of school webs to create better learning conditions.
Key words: Chinese Inquire learning Research Practice Strategy
第一章 对语文研究性学习的认识
一、语文研究性学习产生的背景
21世纪，经济全球化、资源信息化、知识与信息高度关联化和社会的发展对创造性人才、对劳动者的创新精神提出了前所未有的要求，使得人们开始审视学习知识的方式，传统的学习方式一般是接受式学习或是理解性的接受式学习，存在着重知识传授轻能力培养、重教法轻学法、重智力因素轻非智力因素等弊端。这种学习方式在后工业社会中存在着许多不足之处。尽管许多教师、学者曾试图改变这些不良状况并为此作出种种尝试，但结果往往是并没有从根本上走出传统教育的模式。为此，世界各国纷纷进行课程改革，当前国内能见到的最早介绍有关研究性学习的文章是1997年《外国中小学教育》上刊发的《劳伦斯中学“自主研究’”课程的设置》一文。据此文介绍，早在1985坐落在美国长岛的劳伦斯中学（Lawrence Middle School）开始为七年级的学生开设了“自主课程”。现在研究性学习在美国的大、中、小学正成为一种积极、有效的教与学的策略与手段。法国的研究性学习课程于1995—1996学年在初中二年级开始实验，称为“多样化途径”1995—1998学年，法国各学区都有一部分初中开设了此类课程。世界各国的研究性学习的开展，是为了适应发展的需要，是为了应对社会发展的挑战，是为了发展学生的“生存能力”，同时也为我国的研究性学习实施提供了可供借鉴的经验和引以为戒的教训。世界各国在开展综合学习的同时，也开始将研究性学习引入学科教学之中，语文研究性学习也蓬勃地在这些国家展开起来。
