摘要
新时代,培养本科师范学生的教育科研能力是师范课程的重要任务之一,决定了师范生职业生涯的可持续发展。研究以江苏省某“211”大学,74名学生在两门师范生课程中的探究式学习为案例,剖析了如何通过有效实施探究式教学方法来提升师范生的教育科研能力。基于此研究,提出了以下教学策略:在探究式教学启动阶段,教师加强指导力度,帮助学生形成探究问题和使用适合的研究方法;探究式教与学过程中,教师逐步放手,引导学生独立和合作探究,动态地监测学生文献选择、调研方法使用、数据分析、团队协作和沟通等方面的困难,给予帮助;此外,师生还应共同构建新型的探究式教与学的评价方式。
In recent period,it is imperative to cultivate pre-service teachers’educational research competence,which decides their professional development sustainability.Based on a case study exploring 74 pre-service teachers’inquiry in two teacher education courses in a“211”-project university in Jiangsu Province,this paper examined effective inquiry-based learning pedagogical strategies that foster teacher candidates’research competence.Through investigation,this article raises a few inquiry-based learning pedagogical strategies:during the initial stage,teachers should give more guidance on students’inquiry and help them form inquiry questions and use appropriate research methods;gradually,students need to have more initiative in independent and collaborative inquiry,which still is accompanied with teachers’diagnosis of students’challenges and difficulties and needed support;last but not the least,teachers work collaboratively with students to construct new inquiry-based evaluative methods.
作者
吴希
WU Xi(School of Education,Soochow University,Suzhou,Jiangsu 215123,China)
出处
《教育教学论坛》
2023年第13期123-126,共4页
Education And Teaching Forum
基金
2021年度苏州大学高等教育教改研究课题“高校项目制探究式教学方法的研究与应用”。
关键词
探究式教学
高校师范生
教育科研能力培养
inquiry-based learning
pre-service teachers
cultivation of educational research competence
