摘要
教材体系向教学体系转化是高校思想政治理论课的特殊性要求,专题化教学是教材体系向教学体系转化的最好载体,不断挖掘专题化教学的特点、探索专题化教学的方式方法是思政课教师应当主动参与的教学改革。对教材知识点取舍的依据并不在于知识点的重要与否,而在于专题设置的内在逻辑,专题设置的针对性应表现在三个方面:课程基础问题、社会热点问题、学生关注的问题。参与式学习方法和复合式考核方法是专题化教学的重要配套措施。
The transformation of textbook system to teaching system is the special requirements of ideological and political theory courses in higher education, and thematic teaching is the best mediator of this transformation. Lecturers of ideological and political education should actively participate in this transformation, by continuous exploring the characteristics and methods of thematic teaching. In addition, making choice of knowledge points in no longer dependent on their importance during thematic teaching. Therefore the setting of the targeted thematic should be illustrated on three aspects：the basic curriculum tasks, social issues and students concerns. And the thematic resource package will be the focal point for students to participate in the teaching activity, as well as the focus of assessment of students’ ability.
出处
《芜湖职业技术学院学报》
2016年第3期9-13,共5页
Journal of Wuhu Institute of Technology
基金
安徽省质量工程精品资源共享课程项目"毛泽东思想和中国特色社会主义理论体系概论"(项目编号:2013gxk117)
安徽省振兴计划思想政治教育综合改革计划名师工作室项目"‘毛泽东思想和中国特色社会主义理论体系概论’课工作室"(项目编号:Szzgjh1-1-2017-25)
教育部高校示范马克思主义学院和优秀教学科研团队重点选题建设项目"高职高专思想政治理论课建设评估研究"(项目编号:16JDSZK041)的阶段性成果
