摘要
应用型本科院校对分课堂实施过程的讲授、内化和讨论三个环节应结合应用型高校的课堂特点,突出学生的主体地位、教师的教导作用,促进课堂生生、师生之间的多元互动,课堂内容既要有重点但又不受教材大纲束缚,鼓励学生触类旁通、学以致用,有效提高学生知识、思维、能力水平,促进学生人格和价值观的培养。同时,对分课堂的实施需要教师角色的转变和学生角色的转变。
The application of Presentation-Assimilation-Discussion （PAD） class in application-oriented Universities should take the class features of the university into consideration, highlighting student-centered and teacher guidance principle, promo- ting student-student, teacher-student interactions. Teaching contents should have its focus yet not be restrained by textbooks. Students should be encouraged to comprehend by analogy and apply what they have leant. Thus students＇ knowledge, ways of thinking, competence can be effectively improved, and the cultivation of students＇ personalities and values can be achieved. Be- sides, the application of PAD class can only be accomplished with teachers and students successfully transforming their roles.
出处
《钦州学院学报》
2017年第7期62-66,共5页
Journal of Qinzhou University
基金
广西高等教育本科教学工程改革项目(重点项目):基于项目教学的应用型人才培养系统构建与实践-以地理信息科学专业为例(2016JGZ166)
关键词
应用型本科院校
“对分课堂”
内化
application-oriented universities
PAD class
assimilation
