摘要
从工业化时代到信息化时代的社会变革敦促高等教育教学范式的积极应对。从以内容为中心到以学习为中心的学习范式转变迫切召唤有意义的学习体验,如何在大学教育的复杂情境中实现有意义的学习正是当前高教改革的瓶颈所在。芬克的课程设计综合模式采用了"逆向设计"原则,以意义学习目标为导向,基于深度反思性对话,落实"主动学习体验",通过教育性评估,为高校教师提供了一种整体、实用、规范的教学设计方法。
The rapid social change from the industrial era to the informational era has urged the active response in the instructional paradigm of higher education.The shift from the content-centered learning paradigm to the learning-centered one has also prompted the meaningful learning experience.How to realize meaningful learning in the complex context of college teaching is the bottleneck of the reform in higher education.In his 'Integrated Approach to College Course Design',Fink employed the'backward design'principle,orienting to the meaningful learning,based on the in-depth reflective dialogue,implementing 'active learning experience'and relying on the educative assessment so as to provide college teachers with a holistic,practical and normative approach to instructional design.
出处
《高校教育管理》
CSSCI
北大核心
2015年第2期101-107,共7页
Journal of Higher Education Management
基金
浙江省教育科学规划课题(2014SCG252)
关键词
大学课程设计
综合方式
意义学习
大学教师专业发展
design of college courses
integrated approach
meaningful learning
professional development of college teachers
