On Ideas And Implementation Strategies Of Research-Based Learning In Universities

Research-based learning in universities is the important learning ideas. The university is a place where undergraduates study profound knowledge, and the nature of undergraduates'learning is research. Research-based learning is the basic learning way in university, and is a kind of new ideas of knowledge, curriculum and teaching, which will be the major change in learning method. Research-based learning is a kind of undergraduates'learning activity, under the guidance of college teachers, and undergraduates will form the innovative capacity through actively exploring the unknown thing. As new learning ideas and method, the purpose of research-based learning is to let undergraduates learn how to learn, so as to improve learning effect and teaching quality, and to creat innovative talents.Research-based learning in universities is based on cognitive theory, and reflects the specific educational purpose and value proposition.In philosophy, modern cognitive theory, especially constructivism learning theory, provides theoretical basis for research-based learning in university. In psychology, research-based learning learns from the humanistic psychology. Modern perspective on curriculum and teaching theory provides research-based learning with the theory source of pedagogy. The fundamental problem of education's purpose is to cultivate what kind of person. The education's purpose of research-based learning in universities is to develop rational, perfect person and innovative talents. The center of modern teaching is gradually transferred from "teaching" to "learning", and teaching and learning is unified with students'cognitive activities. Under the guidance of the education ideas of "student-centered", the value proposition of research-based learning in university as follows:to respect the subjectivity of students; to form "study" learning styles and develop the problem awareness, to develope democratic and cooperation relation of teacher & student.The development history of research-based learning is long. The development of research-based learning in university has gone through four stages of discussion, siminar, problem-based learning, undergraduate research projects. According to the teaching practical experience of the United States and developed countries in Europe, it is the direction of teaching reform to extensive undergraduate research. Under the policy guidance of vigorously promoting the reform of higher education teaching and construting the power country of higher education by the Ministry of Education, some research universities in China have tried to pratice research-based learning among undergraduates. Research-based learning's activity forms can be broadly divided into three patterns:basic disciplines & experimental learning model, project-based colleges & enterprises training model, and interdisciplinary & courses model. The research-based learning activities reflect the following characteristics:the small-class discussion; combining tutor system and student supervisor system, personnel training objectives from good to excellent, classroom teaching & extra-curricular innovation activities.It can be found that most of teaching activities in university are effected by teacher-centered educational ideas through observating reality. In university the emphasis on college classroom is not learning but teaching, and does not attach importance to students'learning strategies and the students'difficulties in the learning process. It can be known by questionnaire and interview survey that, firstly, most undergraduates are not satisfied with their learning satiuation. Some students haved recognized the importance of learning methods, but they show the lack of learning methods and do not know how to learn. Moreover, the behaviors of college students do not show strongly teacher-centered traditional educational ideas. In addition, it is not enough to use libraries & network resources and other learning support system by students in university. Secondly, the students'understanding and their participation about research-based learning in university are not deep. Whether "985" universities or general universities, though undergraduates'learning behavior has shown a strong tendency to explore the unknown, to cooperative learning, to self-study, to online learning, these behaviors still should be strengthened in practice. Freshmen's learning abilities are weaker than the other grades in exchanging ideas with teachers, discussing issues, using library resources, but these abilities have significantly improved with the higher grades. Through investigation's analysis and classroom observation, the practical factors effecting research-based learning primarily are:traditional teaching organization style and teaching methods, the inadequate useness of network and the imperfect learning support system.Research-based learning in university requires the learners to master good learning strategies, and to innovate the traditional learning style. In research-based learning's activities, the students'learning behaviors show the following three characteristics:research; learn freely; independent learning & cooperative learning. It puts forward higher requirements to undergradates that when they are engaged in research-based learning, they should burst out their subjectivity in the course of study, have problem awareness and problem-solving skills, have basic scientific research methods, develop the habits of critical thinking, form good quality of thinking. The learning ways of research-based learning include individual independent learning and group cooperative learning.The college teachers are the advanced helpers when undergradates are engaged in research-based learning. According to the specific physical and mental characteristics of learners and teaching goals, the teachers play the role of organizer and instructor, using a variety of comprehensive and flexible strategies to organizate teaching. The relationship of teacher & student is the core issue of education, which in research-based learning is a new type of democratic harmony, dialogue and cooperation relationship. The reform direction of teachers'teaching methods is closely linked to the development of educational technology by constructivist educational theory. The rapid development of educational technology has brought opportunities and challenges. Educational technology provides with strong technical support and a variety of learning resources system, which will change the teachers'role of traditional intellectual authority, will change the tradition classroom learning mode, will provide with more learning resources to broader students'knowledge horizons.