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《基础教育课程改革纲要(试行)》提到:“倡导学生主动参与、乐于探究、勤于动手,培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力。”于是,越来越多的教师课前预习时无一例外地热衷于布置这样的作业:查找资料。但是,学生们既不知道资料有什么用,也不知道资料该怎么用,甚至自己找到的资料有什么具体内容也不清楚。这样的参与,不是空洞肤浅,就是走马观花,陷入了形式主义的泥沼。那么,课外搜集资料还有这个必要吗?当然是要的。只是教师应如何向学生布置搜集资料这个作业,提高课前搜集资料的有效性。
“Basic Education Curriculum Reform (for Trial Implementation)” mentions: “Advocacy for student participation, willingness to explore and diligence to develop students’ ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate Ability to collaborate. ”" As a result, more and more teachers, without exception, are keen on arranging assignments like this: looking for information. However, students do not know what the data is and do not know how to use the data. It is unclear what the specific information they find. Such participation is not empty and superficial, it is curtailed and plunged into formalism. Is it necessary to collect information after class? Of course it is necessary. It is only how teachers should arrange the collection of information for students to improve the effectiveness of collecting information before class.