摘要
高师"讲授式"课堂教学模式价值取向偏重职业关爱,师生关系强调师主生从,教学内容侧重描述事实,导致学生成为职业规则的接受者、教学方法的模仿者、教学技能的塑造者。大学本科生专业课程教学的宗旨是帮助学生涵养专业情意,建构专业理想,练就专业技能。这一宗旨的实现需要探究取向课堂教学的支持。探究取向的课堂教学构成的基本元素有探究主体、探究情意与探究组织以及探究的机制。实施探究式教学需要营造探究氛围的情感场,挖掘具有探究问题的教学内容,合理安排教学进程以及发挥多元评价的功能。
The lecture-based teaching model in classroom at normal colleges emphasizes the value orientation of preferences for vocation, the teacher-centered interaction with students, and the facts-descriptive teaching content, which has led to students＇ passive reception of vocational principles, replication of instructional methods and formation of teaching modes. This is inconsistent with the objective of undergraduate programs to help students nurture professional rationale, ambition and capability. The objective can only be actualized via inquiry-based instruction that is mainly composed of inquired subjects, sentiments, organizations and mechanisms. The author, thus, suggests that the instruction be promoted by creating an atmospheric sentimental field, integrating inquired questions-based contents, streamlining teaching progress and dimensionally evaluate the instruction.
出处
《宁波大学学报（教育科学版）》
2013年第1期7-14,共8页
Journal of Ningbo University(Educational Science Edition)
基金
宁波大学教学改革课题(TJSFJSKC2011-403)
关键词
探究
德性培育
专业技能训练
inquiry
virtue cultivation
professional skills training
作者简介
冯铁山（1966-），男，湖南株洲人，教授／博士，主要研究方向：语文课程与教学论、教师教育等研究等。E—mail：fengtieshan@163com
