摘要
研究性教学是促进学生全面发展的一种教学模式,是推进并保持教育教学改革的迫切性,进行高校教学改革的突破口。但研究性教学的实施受制于主体认知差异、知识本位价值取向、目标取向评价标准等的影响。因此,对其深入探讨,有助于提高研究性教学的顺利实施。
Research-oriented teaching in higher learning institutions, an innovative approach towards students＇ overall development, aims to promote the appropriateness and feasibility in instructional reform. However, some restrictive factors occur in implementing the revolutionary approach on account of existing disparities in subjective cognition, knowledge-based value orientation, targets and evaluating standards. The author, thus, suggest that further work be done on effective measures to handle the negative factors in advocating research-oriented instructions.
出处
《宁波大学学报（教育科学版）》
2008年第5期5-8,73,共5页
Journal of Ningbo University(Educational Science Edition)
关键词
研究性教学
制约因素
应对策略
research-orientedteaching
restrictive factors
countermeasure
