近代以来科学史上不断的演绎着分化和综合。教育必须与社会发展的要求相适应，综合时代决定了现代教育也必然朝着综合化发展。综合实践活动课程正是在这个大综合时代背景下应运而生。
In the modern history of science, differentiation and synthesis have been continuously performed. Education must adapt to the requirements of social development. The comprehensive era determines that modern education must also develop towards integration. The comprehensive practical activity curriculum just came into being under the background of this comprehensive era.
2001年6月，我国提出了相应的课程政策，在《基础教育课程改革纲要（试行）》中，对部分中小学课程作了重大调整。课程改革的目标之一就是“改变课程结构过于强调学科本位、科目过多和缺乏整合的现状，整体设置九年一贯的课程门类和课时比例，并设置综合课程，以适应不同地区和学生发展的需要，体现课程结构的均衡性、选择性”。这次新课程改革的一个显着变化是将一些原来的单科性课程整合为综合课程。同时开设专门的综合课程，如小学和初、高中都增加了综合实践活动课。综合实践活动课程是打破学科界限，体现对知识的综合应用的实践性课程。
In June 2001, China put forward the corresponding curriculum policy. In the outline of basic education curriculum reform (for Trial Implementation), some primary and secondary school courses were greatly adjusted. One of the goals of the curriculum reform is to "change the current situation that the curriculum structure overemphasizes subject standard, subjects are too many and lack of integration, set up a nine-year consistent curriculum category and proportion of class hours, and set up a comprehensive curriculum to meet the needs of different regions and students' development, and reflect the balance and selectivity of the curriculum structure". A significant change of the new curriculum reform is to integrate some original single subject courses into comprehensive courses. At the same time, special comprehensive courses are offered, such as primary school, junior high school and senior high school, which have increased comprehensive practical activity courses. The course of comprehensive practical activity is a practical course which breaks the boundary of subject and embodies the comprehensive application of knowledge.
通过查阅1999、2000、2001年教育类核心期刊、有关教育论着、“综合实践活动”网页，发现，1999年期刊、2000年期刊与综合实践活动相关的研究很少，直到2001年才出现一些。在我国仅有少部地区在进行“综合实践活动”和“研究性学习”的研究，而很少有人专门进行过有关“综合实践活动”策略、方法和模式的设计开发课题研究。从教育技术的视野研究“综合实践活动”并不多见。即使是专门阐述综合实践活动的书籍文章或者是研究报告也绝大多数是从教师的角度对综合实践活动的理论基础以及其课程进行设计、开发、管理和评价方面进行研究。而从学生的角度，对长期处于传统的分科教学环境下的学生应该如何去学习这门课程，以达到综合实践活动的课程目标却没有多少研究。为此，我们觉得进行综合实践活动的学习策略的研究非常必要。本文将结合中学生的个性特征从综合实践活动课程的特点以及学习策略的研究两个方面对本课题进行阐述。
Through consulting the core journals of education, related educational theories and "comprehensive practice activities" web pages in 1999, 2000 and 2001, it is found that there are few studies on the relationship between the journals and comprehensive practice activities in 1999 and 2000, and some of them did not appear until 2001. In China, only a few areas are carrying out the research of "comprehensive practice activity" and "Research-based Learning", while few people have carried out the research on the design and development of "comprehensive practice activity" strategy, method and mode. From the perspective of educational technology, "comprehensive practical activities" are rare. Even the books and articles or research reports that specially describe the comprehensive practice activities mostly study the theoretical basis of the comprehensive practice activities and its curriculum design, development, management and evaluation from the perspective of teachers. However, from the perspective of students, there is not much research on how to learn this course to achieve the goal of comprehensive practical activities. Therefore, we think it is very necessary to study the learning strategies of comprehensive practical activities. This paper will combine the personality characteristics of middle school students from the characteristics of the comprehensive practical activity curriculum and the study of learning strategies.
第一部分综合实践活动概述
Part I overview of comprehensive practical activities
一、综合实践活动的发展历史
1、 The history of comprehensive practice
综合实践活动是综合性课程的超越和发展。和一般事物发展顺序一样，综合实践活动或者说综合性课程发展到现在经历了萌芽、兴起、发展三个阶段。
Comprehensive practice is the transcendence and development of comprehensive curriculum. Like the development order of general things, the development of comprehensive practical activities or comprehensive courses has gone through three stages: germination, rise and development.
追溯综合实践活动的历史，可以从古代学校教育课程中寻到它的足迹。我国隋唐时期的《千字文》、宋代的《三字经》在一定意义上体现了综合实践活动的思想。在西方，以综合性课程为主的教学状况一直延续到文艺复兴时期。
Tracing back to the history of comprehensive practice, we can find its footprints from ancient school education curriculum. In a certain sense, the "thousand characters" in Sui and Tang Dynasties and the "three characters" in Song Dynasty embody the idea of comprehensive practice. In the west, the teaching of comprehensive courses continued until the Renaissance.
从19世纪末到20世纪前半叶，是综合实践活动或者说综合性课程真正兴起的时期，逐步形成了自身独立的思想体系和实践类型。在这一时期先后出现知识本位、儿童本位和社会本位三种不同的课程范式。主要影响人物有德国的赫尔巴特、齐勒，美国的杜威等等。
From the end of the 19th century to the first half of the 20th century, it is a period of real rise of comprehensive practice activities or comprehensive courses, and gradually formed its own independent ideological system and practice type. In this period, there are three different curriculum paradigms: knowledge standard, children standard and society standard. The main influential figures are German Herbart, zieler, American Dewey and so on.
20世纪60年代以后，综合实践活动或者说综合性课程进入了蓬勃发展的阶段。在这一阶段先后出现了多种综合性课程的思想，如一体化课程、人本主义课程等等。主要影响人物有杰雷特福谢依等。
After the 1960s, the comprehensive practice or comprehensive curriculum has entered a stage of vigorous development. In this stage, there are many kinds of integrated curriculum ideas, such as integrated curriculum, humanistic curriculum and so on. The main influencers are Jarret foschei and so on.
二、综合实践活动的理论基础
2、 Theoretical basis of comprehensive practical activities
㈠教育观：从知识教育到生活教育的转变
Education view: the change from knowledge education to life education
教育究竟是什么，教育的价值意义究竟何在？“什么是受过教育的人”？这是多年来教育理论家们争论不休的理论难题。教育是一种与人的生命存在和生活方式密切相关的实际活动领域，教育的终极目的是为了使人作为个体存在和社会存在以合理的方式展开人生，体现人的生命和生活的意义，获得个人的幸福。因此，教育必须是与生活息息相关的。当前教育的弊端之一就在于教育与学生的现实生活和可能生活脱离。如果教育没能作用于学生的生活方式，那么它就丧失了生活和生长的意义。从人的存在、人的生活角度看，教育是儿童通向可能生活的终结，因而教育，特别是基础教育应成为一种生活的教育。
What is education and what is its value? "What is an educated person"? This is a theoretical problem debated by educational theorists for many years. Education is a practical activity field closely related to human life existence and life style. The ultimate purpose of education is to make people as individual existence and social existence develop life in a reasonable way, reflect the meaning of human life and life, and obtain personal happiness. Therefore, education must be closely related to life. One of the disadvantages of current education lies in the separation of education from students' real life and possible life. If education does not work on students' life style, it will lose the meaning of life and growth. From the perspective of human existence and life, education is the end of children's possible life, so education, especially basic education, should become a kind of life education.
教育本身应具有生活意义。因为人是教育的对象，也是教育的主体，教育是人的教育。教育本身就是人的生命存在的一种形式，就是实现人的价值生命过程的重要环节。教育通过人类物质文化、精神文化和行为文化的传承，不仅给予人生活的基本知识和技能，更重要的是教给人生活的智慧。从知识的传授到智慧的启迪，这是教育观的一大改变。
Education itself should have life significance. Because human is the object and subject of education, education is human education. Education itself is a form of human life, which is an important link in the process of realizing human value life. Through the inheritance of human material culture, spiritual culture and behavioral culture, education not only gives people basic knowledge and skills of life, but also, more importantly, teaches people wisdom of life. From the imparting of knowledge to the Enlightenment of wisdom, this is a great change in the concept of education.
㈡课程观的转向
Second, the change of curriculum view
多年来我们教育界一直存在着三种基本的课程观。第一种课程观是知识或学术理性课程观。这种课程观把课程视为“学科”，或者“知识”，认为课程的价值在于为学生未来生活提供充足的理性准备。这种课程观在演变过程中有两种不同的取向，一是生活预备取向，二是理性主义取向。比如夸美纽斯的“泛智主义”的学科课程，布鲁那为代表的“认知发展”课程理论等。多少年来，我国基础教育的课程呈现出比较明显的知识中心的理性主义倾向。第二种课程观是经验或自我实现课程观。这种课程观把课程视为经验，认为课程是促进儿童自我实现的手段，强调活动在课程学习中的重要性。比如卢梭的“自然教育”，裴斯泰洛齐的“教育的自然适应性”，杜威的“从做中学”等无不是这种课程观。从重视知识和理性发展，到重视儿童的存在、儿童的经验和活动的价值，以及强调课程作为儿童自我实现的中介和手段，无疑是课程观的一种进步。第三种课程观是生活经验重构或批判课程观。这种课程观是建立在现象学、解释学和批判理论基础上的。强调学生是课程的主体，注重学生创造课程的能力。
For many years, there have been three basic concepts of curriculum in our educational field. The first kind of curriculum view is knowledge or academic rational curriculum view. This view of curriculum regards curriculum as "subject" or "knowledge", and holds that the value of curriculum lies in providing sufficient rational preparation for students' future life. There are two different orientations in the evolution of this kind of curriculum concept, one is the orientation of life preparation, the other is the orientation of rationalism. For example, Comenius's "Pan intellectualism" curriculum, Bruner's "cognitive development" curriculum theory and so on. For many years, the curriculum of basic education in China has shown a more obvious rational tendency of knowledge center. The second kind of curriculum view is the experience or self realization curriculum view. This view of curriculum regards curriculum as experience, considers curriculum as a means to promote children's self realization, and emphasizes the importance of activities in curriculum learning. For example, Rousseau's "natural education", Pestalozzi's "natural adaptability of education", Dewey's "learning from doing" and so on are all such curriculum concepts. From attaching importance to knowledge and rational development, to the existence of children, the value of children's experience and activities, and emphasizing curriculum as an intermediary and means of children's self realization, it is undoubtedly a progress of curriculum concept. The third kind of curriculum view is life experience reconstruction or critical curriculum view. This view of curriculum is based on phenomenology, hermeneutics and critical theory. It emphasizes that students are the main body of the curriculum and the ability of students to create the curriculum.
以上三种课程观分别从知识和理性、儿童与经验、生活和经验重建等不同角度建立其特定的课程观念。现在新的课程观要跳出“知识”、“学科”、“教学科目”等框框的限制，把课程理解为：一种一人类生活经验和个体生活经验为内容，通过儿童在生活世界中对这些内容的批判和反思性实践，沟通儿童现实生活和可能生活的发展性的教育中介，教师和学生是这种发展性教育中介的创生者。
The above three kinds of curriculum concepts are established from different perspectives, such as knowledge and rationality, children and experience, life and experience reconstruction. Now the new curriculum concept should break away from the limitation of "knowledge", "subject", "teaching subject", and understand the curriculum as follows: a kind of educational intermediary that takes human life experience and individual life experience as the content, through children's criticism and reflective practice of these contents in the life world, and communicates children's real life and possible life development. Teachers and students are like this The creator of development education intermediary.
综合实践活动就是基于这种反思性、批判性、实践性的课程观和发展课程观来设计课程，是对“课程即学科”、“课程即教材”和“课程即知识”的课程观的超越。
The comprehensive practice activity is to design curriculum based on the reflective, critical and practical curriculum view and development curriculum view, which is the transcendence of curriculum view of "curriculum is discipline", "curriculum is teaching material" and "curriculum is knowledge".
㈢新发展阶段论与基础教育课程结构的逻辑组织
Three new stages of development and the logical organization of the curriculum structure of basic education
1。新发展阶段论
1. On the new stage of development
日本学者安彦忠彦更具个性生理心理发展的特点，提出了当代儿童个体新的发展阶段论并提出根据其规律实施的不同教育课程。
Japanese scholar Masahiko ahiko has more characteristics of individual physiological and psychological development, and puts forward a new development stage theory of contemporary children and different education courses implemented according to its laws.
儿童个体发展的早期，大体可分为如小三个基本阶段：
The early stage of children's individual development can be roughly divided into three basic stages as follows:
l感觉运动时期（0－3岁），教育课程应该以游戏、生活活动为主。
During the period of sensorimotor (0-3 years old), the education curriculum should be based on games and life activities.
l外部语言运动时期（4－7岁），教育课程以言语的认知活动为主。
During the period of external language movement (4-7 years old), the cognitive activity of language is the main part of education curriculum.
l内部语言运动时期（9－11岁），教育课程主要以逻辑性的认知活动为主。
During the period of internal language movement (9-11 years old), the educational curriculum is mainly based on logical cognitive activities.
学生个体发展后期，即进入青春期的11－22岁左右，是面向自我发展的阶段，可分为如下两个基本阶段：
The later stage of students' individual development, i.e. about 11-22 years old, is a stage of self-development, which can be divided into the following two basic stages:
l个体自我探索时期（11－15岁），它不仅仅是自己特性、适应性和个性探索的时期，而且也是进入到志向、前途、专业探索的时期。
The period of individual self exploration (11-15 years old), it is not only the period of their own characteristics, adaptability and personality exploration, but also into the period of ambition, future and professional exploration.
l自我发展时期（16－20岁），个体以探索经验为基础，以不断发展和深化自我个性的经验为目标。
In the period of self-development (16-20 years old), individuals take exploring experience as the basis, and constantly develop and deepen their own experience as the goal.
2。基础教育课程结构的逻辑组织
2. Logical organization of curriculum structure in basic education
第一阶段，小学1－3年级，以体验性知识和生活性知识的学习为主。
The first stage, Grade 1-3 in primary school, is mainly learning experiential knowledge and life knowledge.
第二阶段，小学4年级－中学3年级，以主要表现为学问性知识学习，并逐渐出现反省性知识和自我知识。学生要通过逻辑性的思考探究活动，来实现法则概念和方法的习得。
In the second stage, from the fourth grade of primary school to the third grade of middle school, the main performance is learning knowledge, and gradually there are reflective knowledge and self-knowledge. Students should realize the acquisition of law concepts and methods through logical thinking and exploration activities.
第三阶段，高中1年级－大学2年级，以自我知识和反省知识为主。在这一阶段，学生作为面向内在知我得方面，开始关注自我的人生方向、职业选择、适应性和能力等方面，关心自己与外在的不同。这一阶段中，学校的教育课程应该以培养学生自立、内省能力为中心，教育课程的内容以选择性为主，共同性知识作为必要的补充。
In the third stage, from the first grade of senior high school to the second grade of University, self-knowledge and introspective knowledge are the main contents. In this stage, students, as the aspect of internal knowledge and self-knowledge, begin to pay attention to their own life direction, career choice, adaptability and ability, and care about their differences from the external. In this stage, the school's education curriculum should be centered on the cultivation of students' self-reliance and introspection ability. The content of education curriculum is mainly selective, and the common knowledge is the necessary supplement.
三、综合实践活动的特点和课程内容
3、 Characteristics and contents of comprehensive practical activities
㈠综合性学习的定义
Definition of comprehensive learning
关于综合性学习从它产生开始就有多种定义，发展到今天主要有以下几个定义。
There have been many definitions about comprehensive learning since it came into being. Up to now, there are mainly the following definitions.
东北师范大学的熊梅博士，根据在日本的研究成果，对当代综合性学习的基本内涵作如下的概括：综合性学习作为一种相对独立的课程组织形态，它是超越了传统单一学科的界限而按照水平组织的原则，将人类社会的综合性课题和学生关心的问题以单元的形式统整起来，通过学生主体的、创造性的问题解决学习过程，有机的将知识与经验、理论与实际、课内与课外、校内与校外结合起来，以提高学生综合性解决问题的能力，促进知情意行和谐统一的发展。它强调从外在的内容性是转化为内在实际的结果，实现从内容到形式、从手段到结果的统一。
According to the research results in Japan, Dr. Xiong Mei of Northeast Normal University summarized the basic connotation of contemporary comprehensive learning as follows: as a relatively independent organizational form of curriculum, comprehensive learning transcends the boundaries of traditional single discipline and integrates the comprehensive topics of human society and the issues concerned by students in a unit form according to the principle of horizontal organization In order to improve the students' ability of solving problems comprehensively and promote the development of the harmonious unity of knowing, doing and learning, we should combine knowledge and experience, theory and practice, in class and out of class, in school and out of school organically. It emphasizes that the external content is the result of internal reality, and realizes the unity from content to form, from means to result.
华南师范大学教育技术研究所的徐晓东，给出这样的定义：所谓综合性学习是以“学会生存，学会学习”的结合为目标，以学习者的兴趣与需要等内部动机为基础，在课题学习中不受学科分类所束缚，通过调查、实践、亲身体验、信息技术的应用等过程综合性的运用各学科的知识和技能，开展问题解决能力的伸展，使学生的学习得到深化、扩展，创造与他人的协作化和共有化，实现学习者的生产学习。
Xu Xiaodong, from the Institute of educational technology of South China Normal University, gives the following definition: the so-called comprehensive learning aims at the combination of "learning to survive and learning to learn", based on learners' interests and needs and other internal motivation, is not bound by subject classification in the subject learning, and is comprehensively operated through investigation, practice, personal experience, application of information technology and other processes With the knowledge and skills of various disciplines, we can develop the extension of problem-solving ability, deepen and expand students' learning, create collaboration and co ownership with others, and realize learners' productive learning.
日本“教育工学事典”将综合性学习定义为：不做学科区分，对于主课题和子课题，学生进行体验活动，以学生兴趣、爱好为基础进行问题解决和创造性的学习。
The Japanese "educational engineering Code" defines comprehensive learning as: no subject distinction, for the main subjects and sub topics, students experience activities, problem-solving and creative learning based on students' interests and hobbies.
总结了以上各家的定义，我的认识是：综合实践活动是以学生兴趣爱好以及学校和所在地区的实际情况为基础，围绕某一中心主题，有意识的运用两门或两门以上学科的知识观和方法论，通过亲身体验和实践活动，获得学习效果的一种学习活动。它强调培养学生主体性地解决问题的资质和能力以及创造性、协作性地处理事物的态度，促进“生存发展能力”的形成。“生存发展能力”是综合实践活动发展的核心能力，它有三个要素：丰富、多样、完整的人格，自学和独立思考的能力，共同生存发展的能力。
This paper summarizes the definitions of the above schools. My understanding is that the comprehensive practical activity is a kind of learning activity based on the students' interests and hobbies as well as the actual situation of the school and the region. Around a central theme, it consciously uses the knowledge outlook and methodology of two or more disciplines, and obtains the learning effect through personal experience and practical activities. It emphasizes the cultivation of students' ability to solve problems as well as their attitude to deal with things creatively and cooperatively, so as to promote the formation of "survival and development ability". "Survival and development ability" is the core ability of the development of comprehensive practical activities. It has three elements: rich, diverse and complete personality, the ability of self-study and independent thinking, and the ability of common survival and development.
而综合实践活动课程则是在教师的引导下，学生自主进行的综合实践活动活动，是基于学生的经验，密切联系学生自身生活和社会实际，体现对知识的综合应用的实践性课程。
The course of comprehensive practical activity is a kind of practical activity that students carry out independently under the guidance of teachers. It is based on students' experience, closely related to students' own life and social reality, and reflects the comprehensive application of knowledge.
㈡综合实践活动的特点
II. Characteristics of comprehensive practical activities
寻求教学组织活动的弹性化是综合性学习的本质特点，它主要涉及到了学习环境（学习空间）、学习时间、学习组织、指导体制等一系列的问题。日本学者儿岛邦宏具体概括了如下几方面的特点。
Seeking the flexibility of teaching organization is the essential characteristic of comprehensive learning, which mainly involves a series of problems such as learning environment (learning space), learning time, learning organization, guidance system, etc. Japanese scholar Oshima Banghong specifically summarized the following characteristics.
⒈学习环境的扩大化
1. Expansion of learning environment
综合性学习活动范围的广阔性，决定了其学习环境扩大化的特点。它不可能局限在狭窄、封闭的教室空间范围内开展活动，而是需要在广阔的、开放性的空间范围内进行。
The wide range of comprehensive learning activities determines the characteristics of expanding learning environment. It can not be confined to the narrow and closed classroom space, but needs to be carried out in a wide and open space.
⒉学习时间的柔软化
2. Soft and soft learning time
根据综合性学习的特点，需要柔软而弹性的安排学习时间。应该是有学习内容来决定教学时间，而不是由教学时间决定学习内容。应该由学生们来支配学习时间和学习活动。在安排时间时要考虑学生学习活动的特点，并根据学习内容的要求确定不同单位学习时间的长短。
According to the characteristics of comprehensive learning, soft and flexible arrangement of learning time is needed. There should be learning content to determine the teaching time, rather than the teaching time to determine the learning content. It is up to the students to spend their time and activities. When arranging time, we should consider the characteristics of students' learning activities, and determine the length of learning time in different units according to the requirements of learning content.
⒊学习组织的弹性化
3. Flexibility of learning organization
学生学习的组织形式要考虑学生个性发展的需要，还要考虑学生之间的相互合作。这两方面反映了新的“个人和共生”的教育模式，它要求通过个人与共生之间关系的建立，是学生确立具有个性的自我，以及通过个人之间的相互支持、相互学习和相互合作而建立起共生的关系。以这种模式进行学习，主要采取的是“个别学习”、“小组学习”和“全体学习”的方式。
The organizational form of students' learning should consider the needs of students' personality development, and also consider the mutual cooperation between students. These two aspects reflect the new education mode of "individual and symbiosis", which requires the establishment of the relationship between individual and symbiosis, that is, the establishment of students' individual self, and that of symbiosis through mutual support, learning and cooperation between individuals. In this mode of learning, the main ways are "individual learning", "group learning" and "all learning".
⒋指导组织的弹性化
4. Guide the flexibility of the organization
综合性学习体现学生个性、个别发展的要求出发，强调复数以上教师之间的相互协作，从而分担不同的教学指导任务，为此人们提出了TT（合作教学）的指导体制。这样，可以满足学际学习特点需要，实现不同的学习组织形式，适应个别差异，扩大协力指导范围。
Comprehensive learning reflects the requirements of students' personality and individual development. It emphasizes the mutual cooperation between teachers above the plural number, so as to share different teaching guidance tasks. Therefore, TT (cooperative teaching) guidance system is proposed. In this way, it can meet the needs of learning characteristics, realize different learning organization forms, adapt to individual differences, and expand the scope of cooperative guidance.
㈢综合实践活动课程的理念和目标
The idea and goal of the course of comprehensive practical activities
开展综合性学习需具备三个基本理念：第一，综合教育思想。综合性学习在活动内容上是综合的，内容涉及到学生生活领域、自然领域和社会领域。综合性学习在培养目标上是综合的。它强调综合素质和综合能力的整体发展。第二、实践教育思想。综合性学习是一种实践的、整体的、开放的教育活动，强调让学生在实践中学习和发展。第三、主体教育思想。综合性学习强调在全面提高学生基本素质的基础上，着力培养学生的主体精神，尊重学生的主体地位，充分发挥学生的自主学习能力。
There are three basic concepts to carry out comprehensive learning: first, the idea of comprehensive education. Comprehensive learning is comprehensive in activity content, which involves students' life field, natural field and social field. Comprehensive learning is comprehensive in training objectives. It emphasizes the overall development of comprehensive quality and ability. Second, practice education thought. Comprehensive learning is a practical, holistic and open educational activity, which emphasizes students' learning and development in practice. Third, the thought of subject education. Comprehensive learning emphasizes that on the basis of improving students' basic quality in an all-round way, we should focus on cultivating students' main spirit, respect students' main position, and give full play to students' independent learning ability.
综合性实践活动是一个开放的实践性课程，其目标包括知识与技能；过程与方法；情感、态度与价值观三个维度。其总的目标是：培养学生的学习能力、问题解决能力、信息活用能力。在基础教育阶段，综合实践活动课程的总体目标有五个方面：获得亲身参与实践的积极体验和丰富经验；形成对自然、社会、自我之内在联系的整体认识，发展对自然的关爱和对社会、对自我的责任感；形成从自己的生活中主动的发现问题并独立的解决问题的态度和能力；发展实践能力，发展对知识的综合运用和创新能力；养成合作、分享、积极进取等良好的个性品质。
Comprehensive practical activity is an open practical course, whose objectives include knowledge and skills, process and method, emotion, attitude and values. The general goal is to cultivate students' learning ability, problem-solving ability and information flexibility. In the stage of basic education, the overall goal of the comprehensive practical activity curriculum has five aspects: to obtain the positive experience and rich experience of personal participation in practice; to form the overall understanding of the internal relationship among nature, society and self, to develop the care for nature and the sense of responsibility for society and self; to form the attitude of actively finding and independently solving problems in one's own life And ability; develop practical ability, develop the comprehensive application and innovation ability of knowledge; develop good personality quality such as cooperation, sharing and initiative.
㈣综合实践活动课程的内容
IV. contents of comprehensive practical activity course
它包括研究性学习、社区服务与社会实践、劳动与技术教育领域，并渗透信息技术教育。与其它课程相比，综合实践活动课程具有综合性、实践性、开放性、生成性、自主性五大特性。
It includes research learning, community service and social practice, labor and technology education, and it education. Compared with other courses, the comprehensive practical activity course has five characteristics: comprehensive, practical, open, generative and autonomous.
四、评述
Four, commentary
追求课程向儿童的经验和生活回归、倡导综合实践活动课程是当今世界各国课程改革的共同趋势之一。在实践方面世界各国正在如火如荼的开展综合实践活动。在理论研究方面，对综合实践活动的研究一般只限于综合实践活动课程的设计、开发和评价方面。对于如何针对不同学龄阶段的学生该采取什么样的方法、策略去学习这门课程，有意识的培养自己的生存能力，转变态度，调控情感却没有什么系统的研究。
It is one of the common trends of curriculum reform in the world to pursue the return of curriculum to children's experience and life and advocate the comprehensive practical activity curriculum. In practice, countries around the world are carrying out comprehensive practice activities in full swing. In the aspect of theoretical research, the research on comprehensive practical activities is generally limited to the design, development and evaluation of the curriculum of comprehensive practical activities. However, there is no systematic study on how to adopt the methods and strategies to study this course, consciously cultivate their own survival ability, change their attitudes, and regulate their emotions.
综合实践活动课对学生来说也是一门全新的课程。要实施综合活动实践课程，切实达到培养目标，就要让学生掌握该门课程的学习策略，改变或者调整一贯的学习方式，积极主动的学习，自觉培养自己的各种能力，能够不唯书，不唯上，能够用自己的眼睛去观察，去思考，去判断。我们的绝大部分学生一直以来都是在应试教育的环境中学习的，是在老师手把手的教中学的。学生应该怎样学习这一门新课程才能取得良好的效果呢？怎样才能学生自身态度、情感如何调控如何把握呢？为此，从学生的角度出发，对综合实践活动课程的学习策略进行研究探讨是非常有必要的。
Comprehensive practical activity course is also a new course for students. In order to implement the comprehensive activity practice course and achieve the training goal, we should let students master the learning strategy of the course, change or adjust the consistent learning mode, actively learn, consciously cultivate their own abilities, be able to observe, think and judge with their own eyes. Most of our students have always been studying in the environment of examination oriented education, which is taught by teachers. How should students learn this new course to achieve good results? How to control students' attitude and emotion? Therefore, from the perspective of students, it is necessary to study the learning strategies of the comprehensive practical activity curriculum.
第二部分学习策略概述
Part two: overview of learning strategies
一、学习策略的发展历史
1、 The history of learning strategies
学习策略作为学习的执行监控系统，对学习者的学习速度和学习质量都起着重要的作用。自古以来人们就很重视学习方法的掌握和应用。从现存的一些古代心理学和教育学文献上，可以看到，历史上已有相当一部分心理学家和教育学夹在他们的着作中谈到学习策略并论述过学习策略在学习过程中的重要性。例如，我国着名的教育家孔子就说过“学而不思则罔，思而不学则殆”。法国近代思想家、心理学家、教育家卢所讲的“形成一种独立的学习方法，要比获得知识更为重要”。但是古人对学习策略的这些认识都是比较朴素的，零碎的，没有经过系统的研究。
Learning strategy, as a monitoring system of learning, plays an important role in learners' learning speed and quality. Since ancient times, people have attached great importance to the mastery and application of learning methods. From some existing ancient psychological and pedagogical documents, we can see that in history, quite a number of psychologists and pedagogies have talked about learning strategies in their works and discussed the importance of learning strategies in the learning process. For example, Confucius, a famous educator in China, said that "learning without thinking is useless, thinking without learning is dangerous". Lu, a modern French thinker, psychologist and educator, said that "it is more important to form an independent learning method than to acquire knowledge". But the ancient people's understanding of learning strategies is simple, fragmentary and has not been systematically studied.
真正开始对学习策略进行系统研究始于20世纪。1956年家布鲁纳和他的同事作了一个有关人工概念的经典试验。在这个实验基础上，布鲁纳提出了“认知策略”的概念。由于认知策略和学习策略的关系十分密切，所以人们在系统研究认知策略的同时，对学习策略也开始了系统的研究。20世纪中叶以来，在学习心理学和教育心理学的研究领域中，学习策略的研究始终占有着重要的地位，并成为学习心理学和教育心理学研究发展的一个方向。
The systematic study of learning strategies began in the 20th century. In 1956, Jia Bruner and his colleagues conducted a classic experiment on artificial concepts. Based on this experiment, Bruner proposed the concept of "cognitive strategy". Because of the close relationship between cognitive strategies and learning strategies, people begin to study learning strategies systematically as well as cognitive strategies. Since the middle of the 20th century, in the research field of learning psychology and educational psychology, the study of learning strategies has always played an important role, and has become a direction of the research and development of learning psychology and educational psychology.
二、学习策略的研究现状
2、 Research status of learning strategies
㈠学习观的变革
I. change of learning concept
我们的绝大部分学生一直以来都是在应试教育的环境中学习的，是在老师手把手的教中学的。传统教学观中，学生一直是扮演着接收者的角色，是一被动接受的容器。现代的学习观不仅要与现实生活和可能生活发生联系，而且要把学习作为生活的一部分。学习不再是学知识而是学习方法、策略，学智慧。学生不在是学习的客体，而是学习的主体，每一个学习者都要积极主动的去学习，做学习的主人。
Most of our students have always been studying in the environment of examination oriented education, which is taught by teachers. In the traditional view of teaching, students always act as receivers, and they are containers of passive acceptance. Modern learning concept should not only be connected with real life and possible life, but also take learning as a part of life. Learning is no longer learning knowledge but learning methods, strategies and wisdom. Students are not the object of learning, but the subject of learning. Every learner should actively study and be the master of learning.
㈡目前的研究成果
II. Current research results
⒈学习策略的界定
1. Definition of learning strategies
由于人们研究的角度和方法不同，对学习策略的界定也没有达成统一的认识。概括起来有以下四类：
Due to the different research perspectives and methods, there is no unified understanding of the definition of learning strategies. In summary, there are four categories:
第一种，把学习策略视作学习方法或者技能，如，梅耶(GE。Mayer）（邵瑞珍、皮连生等，1990）认为“学习策略是学习者有目的地影响自我信息加工的活动”；琼斯、艾米尔、凯蒂姆斯（Jones，Amiran，Katims）（史耀芳，1994）认为“学习策略是被用于编码、分析和提取信息的智力活动或思维步骤”；平特里奇（P。Pintrich）认为“学习策略是学生获得信息的技术或方法”；邵瑞珍（1997）认为“学习策略是学生采用的提高学习效率的活动”。
First, consider learning strategies as learning methods or skills, such as GE. Mayer (Shao Ruizhen, PI Liansheng, et al., 1990) believed that "learning strategies are activities that learners purposefully influence self information processing"; Jones, Emil, and Katims (Shi Yaofang, 1994) believed that "learning strategies are intellectual activities or thinking steps used to code, analyze and extract information"; P. Pintrich) thinks that "learning strategy is a technology or method for students to obtain information"; Shao Ruizhen (1997) thinks that "learning strategy is an activity adopted by students to improve learning efficiency".
第二种，把学习策略看作是学习的调节和控制技能，如，奈斯彼特、舒克史密斯（Nisbet，Shucksmish）（史耀芳，1994）认为“学习策略是选择、整合、应用学习技巧的一套操作过程”；科尔比（Kirby）认为“学习策略是指与认知运算的控制过程有关的过程”；凯尔和比森（Kail，Bisan）（史耀芳，1994）认为“学习策略是一系列学习活动过程，而不是简单的学习事件”；魏声汉（1992）认为“学习策略是在元认知的作用下，根据学习情境的各种变量、变量之间的关系及其变化，调控学习活动和学习方法的选择与使用的学习方式或过程”；胡斌武（1995）认为“学习策略是学习者为达到一定的学习目的，在元认知的作用下，根据学习情境的特点，调节和控制学习方法选择与使用乃至调控整个学习活动的内部学习方式或技巧”。
Second, learning strategy is regarded as the regulation and control skills of learning. For example, Nisbet and shucksmish (Shi Yaofang, 1994) think that "learning strategy is a set of operation process of selecting, integrating and applying learning skills"; Kirby thinks that "learning strategy is a process related to the control process of cognitive operation"; Kyle and Bi According to Kail, Bisan (Shi Yaofang, 1994), "learning strategy is a series of learning activities, not a simple learning event"; Wei Shenghan (1992), "learning strategy is a kind of learning method or process that can be used to control the selection and use of learning activities and learning methods under the influence of metacognition, according to the relationship and change of various variables and variables in learning situations According to Hu binwu (1995), "learning strategy is an internal learning method or skill for learners to adjust and control the selection and use of learning methods and even the whole learning activity under the influence of metacognition and according to the characteristics of learning situations in order to achieve certain learning purposes.".
第三种，把学习策略看作是学习规则系统，如杜菲（Duffy）（史耀芳，1994）认为“学习策略是内隐的学习规则”；温斯坦（C。E。Weinstein，1985）认为“学习策略是必需的各种不同能力”。
The third is to regard learning strategies as learning rule systems, for example, Duffy (Shi Yaofang, 1994) thinks that "learning strategies are implicit learning rules"; C. E. Weinstein, 1985) believes that "learning strategies are the various abilities necessary".
第四种，把学习策略看作是学习方法和学习的调节与控制的有机统一体，如，但瑟洛（Dansereau）（史耀芳，1994）认为“学习策略是能够促进信息的获得、存储和利用的一套过程和步骤”；胡电芝（1997）认为“学习策略是指学习者在学习活动中，有效利用学习的规则、方法、技巧及其调控”；史耀芳（1991）认为“学习策略是学生在学习过程中，为达到一定的学习目标，有意识的调控学习环节的操作过程，是认知策略在学习活动中的体现形式，他在一定程度上表现为学习方法或技巧”。
Fourth, learning strategies are regarded as the organic unity of learning methods and learning regulation and control. For example, dansereau (Shi Yaofang, 1994) thinks that "learning strategies are a set of processes and steps that can promote the acquisition, storage and utilization of information"; Hu Dianzhi (1997) thinks that "learning strategies refer to the rules that learners use learning effectively in learning activities." According to Shi Yaofang (1991), "learning strategy refers to the operation process of consciously regulating learning links in order to achieve certain learning goals in the learning process of students, and it is the embodiment of cognitive strategy in learning activities, which to a certain extent is represented by learning methods or skills".
以上四种并不完全相同的观点是可以统一起来的。从抽象意义上说，学习策略是一种“内隐的学习规则”；从学习的操作意义上说，学习策略是一个“学习方法和学习的调节与控制的有机统一体”；从结构意义上来说，学习策略是由“学习方法”和“学习的调节和控制”等方面因素组成的（超英，1999）。因此，综合以上观点，蒯超英给出的学习策略的定义是“指在学习情境中，学习着对学习任务的认识、对学习方法的调用和对学习过程的调控”。也就是说，学习策略对于学习者来说是学习执行的监控系统。
The above four different views can be unified. In the abstract sense, learning strategy is an "implicit learning rule"; in the operational sense, learning strategy is an organic unity of learning methods and learning regulation and control; in the structural sense, learning strategy is composed of "learning methods" and "learning regulation and control" (hyperenglish, 1999). Therefore, from the above point of view, the definition of learning strategy given by Kuai Chaoying is "learning the understanding of learning tasks, the call of learning methods and the regulation of learning process in learning situations". In other words, learning strategy is the monitoring system of learning execution for learners.
⒉学习策略的成分和层次
2. Components and levels of learning strategies
由于对学习策略内涵的看法不同，对学习策略的成分和层次的看法也不尽相同。比较有代表性的有以下几种：
Because of the different views on the connotation of learning strategies, there are different views on the components and levels of learning strategies. There are several representative ones:
⑴奈斯彼特、舒克史密斯（Nisbet，Shucksmish）（史耀芳，1994）把学习策略划分为三个层次：
(1) Nisbet and shucksmish (Shi Yaofang, 1994) divide learning strategies into three levels:
①一般策略。其特征与态度和动机因素有关。
① General strategy. Its characteristics are related to attitude and motivation factors.
②宏观策略。其特征有：高度概括化、随年龄的增长而提高、随经验的积累而改进。
② Macro strategy. It is characterized by high generalization, improvement with age, and improvement with experience accumulation.
③微观策略。其特征是：概括化程度较低、容易为学习者所掌握、同高度有序的技巧构成统一体。它包括六个因素：
③ Micro strategy. It is characterized by a low degree of generalization, easy for learners to master, and highly ordered skills. It includes six factors:
1)提问，其功能是确定假设，建立目标和项目参量，寻求反馈以及联系人物等；
1) The function of asking questions is to determine hypotheses, establish objectives and project parameters, seek feedback and contact people;
2)计划，其功能是决定策略及其实施一览表，精简项目或对问题进行分类，以及选择某些体力或脑力技能来解决问题；
2) The function of the plan is to determine the strategy and its implementation schedule, simplify the project or classify the problems, and select some physical or mental skills to solve the problems;
3)调控，其功能是试图回答或发现最初的问题和意图；
3） The function of regulation is to try to answer or discover the original questions and intentions;
4)审核，其功能是对活动和结果作出初步的评估；
4) Audit, whose function is to make a preliminary assessment of activities and results;
5)矫正，其功能是再设计或再检查，包括矫正目标的设置；
5) Correction, whose function is to redesign or recheck, including the setting of correction objectives;
6)自检其功能是对活动和项目作最后的自我评价。
6) Self inspection is the final self-evaluation of activities and projects.
⑵温斯坦（C。E。Weinstein，1985）认为学习策略包括：①认知信息加工策略，如精细加工策略；②积极学习策略，如应试策略；③辅助性策略，如处理焦虑；④元认知策略，如监控新信息的获得。
(2) Weinstein (C. E. Weinstein, 1985) thinks that learning strategies include: ① cognitive information processing strategies, such as fine processing strategies; ② active learning strategies, such as test-oriented strategies; ③ auxiliary strategies, such as dealing with anxiety; ④ metacognitive strategies, such as monitoring the acquisition of new information.
⑶但瑟洛（Dansereau，1985）认为学习策略可以划分为基本策略与辅助策略两类。前者有两个子策略构成，即①领会和保持策略。它承担获得与存储信息的任务，包括理解、回想、消化、扩展、复查等5项策略因素。②提取与利用信息策略。它负责提取和使用所存储的信息，也由理解、回想、详释、扩展、复查5项策略因素。后者包括3个子策略，即计划和时间安排，专心管理（包括情绪调节与情绪维持），监视与调控。
However, dansereau (1985) thinks that learning strategies can be divided into basic strategies and auxiliary strategies. The former consists of two sub strategies, namely, comprehension and retention. It undertakes the task of obtaining and storing information, including five strategic factors: understanding, recalling, digesting, expanding and reviewing. ② Extraction and utilization of information strategies. It is responsible for extracting and using the stored information, as well as understanding, recalling, explaining in detail, expanding and reviewing five strategic factors. The latter includes three sub strategies, namely, planning and scheduling, focusing on Management (including emotional regulation and emotional maintenance), monitoring and regulation.
⑷迈克卡等人（Mckeachieetal。，1990）把学习策略分为三大部分，即认知策略，元认知策略和资源管理策略。认知策略又包括复述策略、精细加工策略、组织策略；元认知策略包括计划策略、监视策略和调节策略；资源管理策略包括时间管理、学习环境管理、努力管理和其他人支持。
(4) mckeachieet al. , 1990) divided learning strategies into three parts: cognitive strategies, metacognitive strategies and resource management strategies. Cognitive strategies include retelling strategies, fine processing strategies and organization strategies; metacognitive strategies include planning strategies, monitoring strategies and adjustment strategies; resource management strategies include time management, learning environment management, effort management and other people's support.
学习策略的成分是从学习过程的环节或所涉及的诸方面如方法、步骤、手段和组织中提出的。这些观点的共同点是都认识到了学习策略既包含有直接影响对学习材料的信息加工的成分，又包含有影响信息加工过程的成分，并有对学习环境、时间及工具等的管理成分。但是，我注意到这些学习策略的成分都是针对陈述性知识，基于以自学为主的，阅读印刷教材这样一种学习活动的研究。而学生的学习活动是多种多样的，有听讲、自学、讨论、看录像、解决问题等；利用媒体获得的信息种类也不同，有来文字信息，视音频信息等。因此，适用于各种学习活动以及各类知识的学习策略还有待研究。
The components of learning strategies are put forward from the links or aspects of learning process, such as methods, steps, means and organizations. The common point of these views is to realize that learning strategies include not only the components that directly affect the information processing of learning materials, but also the components that affect the information processing process, as well as the management components of learning environment, time and tools. However, I have noticed that the components of these learning strategies are all for declarative knowledge, based on self-study, reading and printing textbooks as a learning activity. The learning activities of students are various, including listening, self-study, discussion, watching videos, solving problems, etc.; the types of information obtained by using media are also different, including text information, video and audio information, etc. Therefore, the learning strategies applicable to all kinds of learning activities and knowledge need to be studied.
⒊学习策略的教学
3. Teaching of learning strategies
⑴学习策略教学的内涵
(1) connotation of learning strategy teaching
学习策略教学（LearningStrategyInstruction）的概念是２０世纪８０年代后期才被学者们使用的。它指系统地教授学习策略，使学生最终成为学会学习的人的教学活动。第二次世界大战后，人们就开始注意在教学中教给学生易懂的学习策略，并对学习策略有了研究，如ＳＱ３Ｒ学习策略等。这就向主要关心教给学生知识、是否记住了知识的传统教学发起了攻势，但２０世纪四、五十年代的研究并没有确立学习策略的重要地位，并且大多数学习策略教学也不成系统，仅限于知识的记忆、知识的巩固等方面。
The concept of learning strategy instruction was used by scholars in the late 1980s. It refers to the systematic teaching of learning strategies, so that students will eventually become learning people's teaching activities. After the Second World War, people began to pay attention to teaching students easy to understand learning strategies, and to study learning strategies, such as SQ3R learning strategies. This has launched an attack on the traditional teaching that mainly cares about teaching students knowledge and whether they remember it. However, the research in the 1940s and 1950s did not establish the important position of learning strategies, and most of the learning strategies teaching is not systematic, only limited to the memory of knowledge and the consolidation of knowledge.
⑵学习策略教学的内容
(2) contents of learning strategy teaching
学习策略教学的主要内容就是学习策略的知识与技巧。它是学生在形成概念和知识的过程中如何运用各种认知过程及其不同组合形式来开展学习活动的技术和方法。目前，成功的学习策略有哪些，如何对它们进行分类等尚无统一的划分。
The main content of learning strategy teaching is the knowledge and skills of learning strategy. It is a technique and method for students to use various cognitive processes and their different combinations to carry out learning activities in the process of forming concepts and knowledge. At present, there is no uniform division of successful learning strategies and how to classify them.
⑶学习策略教学的方法和途径
(3) methods and approaches of learning strategy teaching
学习策略教学的方法和途径，大都与学科内容相联系，并反映学生的实际需要和能力。教师在教学前就应对学生的初始水平进行评价，并以此来确定不同学习的不同学习策略教学目标。一旦与学生能力相一致的适合某种任务的策略被选择使用，教师与学生就建立了学习策略教学目标和何时如何运用学习策略的教学体系。
The methods and approaches of learning strategy teaching are mostly related to the subject content, and reflect the actual needs and abilities of students. Teachers should evaluate the initial level of students before teaching, and then determine the teaching objectives of different learning strategies. Once the strategies suitable for a certain task consistent with students' abilities are selected and used, teachers and students will establish a teaching system of learning strategy teaching objectives and when and how to use learning strategies.
有关学习策略教学的方法，目前尚存较大争议。元学习方法的建立也可以说就是学习策略的教学方法。其中Biggs等人的表面深层成就法和Jones构架法都是比较有效的方法。表面深层成就法是Biggs等人１９９０年总结的。它指教师引导学生对不同的材料，采用不同的学习策略的教学形式，包括表面方法、深层方法和成就方法三部分。表面方法是教师引导学生订立目标，计划学习事件，并检查自己的学习结果的方法，教给学生的是导致机械学习的复述策略。深层方法首先引导学生拥有动量有关方面内容的知识并在概念的高水平上进行概括；其次引导学生明白自己应该完成什么和采取什么策略去完成，使学生愿意投入时间和精力，并在教学过程中获得一种愉悦享受。成就方法是教师掌握教学中得到获得高分和赢得奖励的教学策略，它既有表面方法的复述策略，也有深层方法的语义加工策略，使学生在具体情境中获得最有效的学习策略。
At present, there is a great controversy about the method of learning strategy teaching. The establishment of meta learning method is also the teaching method of learning strategy. Among them, the surface deep achievement method and Jones framework method of Biggs et al. Are relatively effective methods. The surface deep achievement method was summarized by Biggs et al. In 1990. It refers to the teaching form in which teachers guide students to adopt different learning strategies for different materials, including surface method, deep method and achievement method. The surface method is a way for teachers to guide students to set goals, plan learning events, and check their own learning results. What they teach students is the repetition strategy that leads to mechanical learning. The deep method first guides students to have the knowledge of momentum related content and generalize it at a high level of concept; secondly, it guides students to understand what they should accomplish and what strategies they should adopt to accomplish it, so that students are willing to invest time and energy, and get a kind of enjoyment in the teaching process. Achievement method is a teaching strategy for teachers to get high scores and win awards in teaching. It has not only the surface method of repetition strategy, but also the deep method of semantic processing strategy, so that students can get the most effective learning strategy in specific situations.
Jones等人的构架法要求在没有教师的帮助下，学生通过活动解决学习问题、完成教学任务和成就教学目标⑧。它包括三个方面，即支持、调整和移去支持。支持是运用各种策略进行教学，提高各种策略的模式和补充例子；调整是调整教学的内容与策略以适应学习者的能力与特点，运用恰当的策略进行学习；移去支持是当学生表现出良好的知识与能力状态时，教学逐渐移去原有的对学生的支持。为了使教学适合学生特点，教师必须对学生进行评价，以便使学生的学习策略更有效。
Jones et al's framework method requires students to solve learning problems, complete teaching tasks and achieve teaching objectives through activities without the help of teachers ⑧. It includes three aspects: support, adjustment and removal of support. Support is to use all kinds of strategies to teach and improve the models and supplementary examples of all kinds of strategies; adjustment is to adjust the contents and Strategies of teaching to adapt to the abilities and characteristics of learners and to use appropriate strategies for learning; removal support is to gradually remove the original support for students when students show good knowledge and ability. In order to make teaching suitable for students' characteristics, teachers must evaluate students in order to make students' learning strategies more effective.
学习策略教学实现的途径一般有学科渗透式和开设专门的学习策略指导课两种。前者体现各科教学过程中，使教师学习策略的教学更有针对性，但对教师的要求较高，需要教师全员参与；后者则是独立的教学过程，具有完整性，能够使学生将注意力更多地集中于策略本身，而不会被大量的学科知识所淹没。但是，无论是渗透式还是专门课程式，都需要通过实践活动中解决问题、尝试监控、教师指导等一般途径来实现。
There are two ways to realize the teaching of learning strategies, one is to infiltrate the subjects, the other is to offer special learning strategy guidance courses. The former reflects the teaching process of various subjects, making the teaching of teachers' learning strategies more targeted, but requires higher requirements for teachers, requiring the participation of all teachers;
