摘要
鉴于传统的传输式教学模式无法获得良好的教学效果,自David Kolb提出体验学习理论以来,如何将这一理论应用于教学实践就成为教学理论研究的热点。作为体验学习理论的重要应用,体验式教学有其深刻的认识论基础,但在教学实践应用中,体验式教学面临着课堂引导和控制要求高、硬件条件不足和教师工作量偏大等难点。因此,为了更好地实施体验式教学,教师在实际教学中应该灵活采取多种体验式教学模式、精心设计体验式教学的各个环节并建立新的教学评价模式。
Since David Kolb constructed the experiential learning theory, it has been a hot issue in the research of teaching theory how to apply it in the teaching practice. As the important application of experiential learning theory, experiential teaching has its profound epistemological basis. But in the teaching practice, experiential teaching meets lots of difficulties, such as higher control and induction skills in class, inadequate educational facilities and too much work for teachers. Therefore, teachers should not be confined to one teaching model but design each teaching procedure elaborately and build new teaching evaluation patterns.
出处
《扬州大学学报（高教研究版）》
2010年第6期80-82,86,共4页
Journal of Yangzhou University（Higher Education Study Edition）
基金
江苏省教育厅高校哲学社会科学基金项目(09SJB630013)
江苏大学高级人才基金(08JDG055)
关键词
体验式教学
体验学习
认识论
教学实践
experiential teaching
experiential learning
epistemology
teaching practice
