前些时候,“研究性学习”成了教育者谈论的热门话题,大有不“研究”就跟不上潮流的趋势。究其实质,真正从教育思想、教育理念上去理解“研究性学习”的教师并不多,大都带有点儿赶时髦的味道,有些不过是一哄而上、急于事功的浮浅的做法。有的学校、教师,把研究性学习狭义理解为做课题、写论文;有的甚至把学术科研的模式搬进中学课堂。这只能导致从一个极端走向另一个极端。 Some time ago, “research learning” became a hot topic for educators to talk about. In fact, there are not many teachers who truly understand “research-based learning” from educational ideas and educational concepts. Most of them have a bit of a sleek taste, and some are simply superficial and eager to work. Some schools and teachers have narrowly interpreted research-based learning as topics and writing papers; some even moved academic research models into the middle school classroom. This can only lead from one extreme to the other.