Research-based Learning in Chinese: Strategies for Integrating Learning and Teaching

Author: Sun Chuncheng
Publisher:
Publish Date: 2003-07-01
Features: Chapter 1 Research-Based Learning in Chinese Language Education: Integrating Perspectives on Learning and Teaching
I. Research-Based Learning as an Inevitable Trend in the Information Age
II. Connotation and Extension of Research-Based Learning in Chinese Language Education
(1) Connotation of Research-Based Learning in Chinese Language Education
(2) Extension of Research-Based Learning in Chinese Language Education
III. Distinctions Between Research-Based Learning and Other Learning Methods
(1) Differences from Research-Based Learning in Inquiry-Based Teaching
(2) Differences from Reception Learning
(3) Differences from Chinese Language Learning Method Guidance
IV. Characteristics of Research-Based Learning in Chinese Language Education
V. Research-Based Learning as an Innovative Education
(1) The Relationship Between Research-Based Learning in Middle Schools and Innovative Education
(2) Curriculum Positioning of Research-Based Learning in Middle Schools Under Innovative Education
(3) Proper Implementation of Research-Based Learning to Promote Innovative Education
VI. Characteristics of Academic Competence in Research-Based Learning in Chinese Language Education
(1) The Academic Competence Cultivation Process of Research-Based Learning in Chinese Language Education Should Have a Certain Gradient
(2) Academic Competence in Research-Based Learning in Chinese Language Education Is Forged Through a Process with a Certain Amount of Research
VII. Focusing on Expanding the Research-Based Learning Space and Time in Chinese Language Teaching
(1) Equal Examination—Taking the Textbook Directly as the Research Object
(2) Providing References—Increasing the Research Value of the Textbook
(3) Going Beyond the Main Issue—Research Objects Are Everywhere
VIII. Research-Based Learning Leading the Broad Prospective Direction of Chinese Language Teaching Reform
(1) Chinese Language Teaching from the Perspective of the Basic Characteristics of Research-Based Learning
(2) The Future Development of Chinese Language Teaching from the Perspective of Understanding Research-Based Learning
IX. Six Common Misunderstandings About Research-Based Learning
(1) Misunderstanding 1: Research-Based Learning Is Scientific Research
(2) Misunderstanding 2: Research-Based Learning Will Affect Cultural Course Grades, Especially Gaokao Performance
(3) Misunderstanding 3: Research-Based Learning Is Only for a Few Subjects, Teachers, and Students
(4) Misunderstanding 4: Research-Based Learning Is Only a Curriculum for Urban Students, and Rural Schools Cannot Implement It
(5) Misunderstanding 5: The Open-Ended Nature of Research-Based Learning Requires Abolishing Closed-Ended Management of Students
(6) Misunderstanding 6: Students Are the Main Body of Research-Based Learning, and Teachers Have Little to Do
Chapter 2 Teaching Objectives of Research-Based Learning in Chinese Language Education—Cultivating Students' Innovative and Research Spirit
Chapter 3 The Role and Function of Teachers in Research-Based Learning in Chinese Language Education
Chapter 4 Overall Design and Implementation of Research-Based Learning in Chinese Language Education
Chapter 5 Research-Based Learning—Teaching Models
Chapter 6 Principles of Research-Based Learning
Chapter 7 Evaluation of Research-Based Learning
Chapter 8 Cases of Research-Based Learning
Appendix I Reference Topics for Research-Based Learning in Chinese Language Education
Appendix II The Theoretical System of the Three-Dimensional Teaching System
Afterword