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研究性学习的提出及其实践意义1.提出研究性学习的背景1979年,著名的国际学术团体——罗马俱乐部发表了《回答未来的挑战》的研究报告,其中的“创新性学习”概念特别引人注目。创新性学习,就是着重于提高个人发现、吸收新信息和提出新问题能力的学习方式。与创新性相对应的是维持性。维持性强调对现实社会的适应能力,而创新性则强调创新能力,即便是针对社会的适应能力,创新性学习也把学习的重点放在主动、自我发现和自我决策方面。如果说维持性学习的价值基础是预先给定的,学习内容和学习方式重在模仿和继承,并偏重于已有知识和经验获得的话,那么创新性学习的价值基础则是衍生的,学习内容和学习方式重在发现和生成,知识和经验除了用来提高解决当前已经发
The introduction of research-based learning and its practical significance 1. Proposed the background of research-based learning In 1979, the famous international academic community--Roman Club published a study entitled “Challenges for Future Challenges”, in which “”innovative learning“” The concept is particularly eye-catching. Innovative learning focuses on ways to improve the ability of individuals to discover, absorb new information, and ask new questions. Corresponding to innovation is maintenance. Maintenance emphasizes the adaptability to the real society, while innovation emphasizes the ability to innovate. Even for the adaptability of the society, innovative learning also focuses on learning, self-discovery and self-decision making. If the value base of maintenance learning is given in advance, the content of learning and learning methods focus on imitating and inheriting, and focusing on existing knowledge and experience, then the value base of innovative learning is derived. And learning methods focus on discovery and generation, knowledge and experience in addition to improving solutions to current