摘要
文检课知识内容按认知心理学可分为陈述性知识、程序性知识和策略性知识三大模块,三大模块的教学存在着一些突出的问题,如陈述性知识模块教学以接受式教学为主,学生被动、枯燥、缺乏兴趣;策略性模块教学容易被忽略,学生缺乏研究性学习的能力及检索策略的训练,无法培养信息素养;而竞赛式教学和研究性教学能够提供解决以上问题的方法。文章在教学实践基础上着力研究了竞赛式教学和研究性教学的特点及其在文检课几个模块中的应用,力图解决目前文检课的一些不足和缺陷,为文检课的改革发展提供有益的思路。参考文献6。
Information retrieval course includes three knowledge modules： declaretive knowledge, procedural knowledge and strategic knowledge recording congnltive psychology. There are a few outstanding problems in three modules instruction. In declaretive knowledge module, acceptance - based teaching plays a dominamt role, so students are passive and lack of interest in study. Strategic knowledge teaching is easy to be neglected, therefore students are short of the ability of research study and the training of retrieval tactics. Competitive teaching and research - based instruction can deal with those problems above. This paper analyzes the features and its application of those two instruction modules in order to resolve the deficiency and defect of information retrieval course. 6 refs.
出处
《高校图书馆工作》
CSSCI
2009年第5期83-85,共3页
Library Work in Colleges and Universities
关键词
竞赛式
研究性
教学
文献检索课
Competitive teaching. Research - oriented. Teaching. Information retrieval course.
