论探究学习的失范与规范

On the Disorder of Inquiry Learning and Its Regulation

当前我国探究学习在认识上存在误区，在实践中出现始于经验、基于经验、止于经验的自发状况，产生问题泛、方法泛、结论泛的失范现象。这可从探究学习的历史分析中进一歩显现出来。美国在 20世纪的不同时期，虽出于不同原因倡导探究学习，但都主张学生的探究是一种类似专业探究、体现学科结构的目标导向活动。我国当前的探究学习应以获得学科素养为目标，以教学结构为中介，用学科结构提升学生的认知结构。

There are misunderstanding about inquiry learning in China. In practice， inquiry learning is hindered in the spontaneous situation of starting from， basing on and stopping by experience， which leads to the unregulated phenomenon with extensive questions， approaches and conclusions. This can be further presented in the historical analysis of inquiry learning. In different periods of 20th century， although reasons for avocation of inquiry learning differ， it is held that the inquiry learning of students should be goal─oriented activity which simulates professional inquiry and embodies the structure of discipline. Inquiry learning in China should take discipline accomplishment as goal and needs to be mediated by teaching structure， through which students’ cognitive structure is developed by subject structure.