摘要
研究性教学以其教学目标的生成性、教学内容的探索性、教学形式的实践性和学生学习的相对独立性等特点,对大学生主体性的发挥提出了更高的要求,同时,也催生着大学生主体性的养成。S高校公共事业管理专业在研究性教学过程中,积极营造探究、求实、创新、共享的"势场"与氛围,建立亲密、合作、友好、互动的和谐师生关系,转变工具性价值取向为主体性价值取向的教学价值观,综合运用"三课堂"、精心组织教学内容、采用过程性评价等,为大学生主体性的培养提供了一条可靠途径。
Research-based teaching is characterized by the generativeness of its teaching objectives, the explorativeness of teaching content, the practicality of its teaching modes and the independency of students learning and, hence, sets up a higher demand on the subjectivity of students and meanwhile promotes its formation. The Public Service Administration Major of“University S”made an effort to create an atmosphere of exploration, matter-of-fact attitude, creation and sharing, to establish a harmonious, closely cooperative, friendly and interactive students-teachers relationship, to transform the instrumental teaching value into subjectivity teaching value, to make an integrative use“Three Classrooms”, to rewrite the teaching content, and to adopt the process teaching evaluation, all in an effort to provide a reliable measure to ensure the cultivation of students’ subjectivity.
出处
《中国农业教育》
2014年第4期5-9,共5页
China Agricultural Education
关键词
研究性教学
大学生
主体性
Research-based Teaching
College Students
Subjectivity
