摘要
研究性学习实践与理论的发展需要相应的教育传播理论予以回应。与授受式教学相比,研究性学习具有自主性、交互性、情境性、实践性特征,在教育传播中各基本要素地位、要素相互作用方式、教育传播过程、周围环境的制约等方面学习者的主体性得以体现,从而形成全新的教育传播效果。
Educational communication theory is required to develop the practice and theory of research-oriented learning. Compared with the give-and-accept teaching mode, research-oriented learning is characterized by independence, interactivity, situation and practice. In every aspect of research-oriented learning such as the status of each essential element, the way of interaction among elements, the process of educational communication and the limitation of situation, the learners?independence is embodied. Therefore, the brand-new effect of educational communication is formed.
出处
《现代教育技术》
2003年第1期21-24,共4页
Modern Educational Technology
关键词
研究性学习
授受性教学
教育传播特性
Research-oriented Learning, Give-and-accept Teaching, Characteristics on Educational Communication
