摘要
我国高校常用课时或课时意义上的学时来界定学分和开展教学管理。但课时并不能完整描述学生学习活动和学习时间投入,缺少对学生课外自主学习和实践的关注。以课时作为教学管理的时间尺度,要么给学生安排过多的学习任务,要么忽视学生的课外学习,其理论基础较为传统和落后。高等教育发达国家和地区的高校主要以学生学习时间界定学分和开展教学管理,且完成每个学分要求的学生课外学习时间远超课内。针对我国高校人才培养过程中的具体问题,实践学生学习为中心的教学需要教学管理者和教师改变陈旧的教学理念,改革教师中心的教学方法;控制教师课堂教学时间,增加学生课外自主学习和实践时间。
Chinese colleges and universities mainly use class hours or learning hours in the sense of class hours to calculate credits and carry out teaching management.However,class hours can not fully describe students′learning activities and their devotion to study,and lacks concerns about students′extracurricular self-learning and practice.It will cause many problems,either too many learning tasks being arranged for students or students′extracurricular learning being ignored,when using class hours as the time dimension of teaching management.What′s more,its theoretical basis is relatively traditional and backward.Colleges and universities in countries and regions where higher education is advanced fundamentally use students′learning hours to calculate credits and carry out teaching management,and students′extracurricular learning time required by each credit is much longer than the learning time in class.In view of specific problems in the process of talent training in Chinese colleges and universities,the practice of student learning-centered teaching requires teaching managers and teachers to change old teaching ideas,and reform teacher-centered teaching methods.Besides,it is necessary to manage teachers′classroom teaching time,and increase students′extracurricular self-learning and practice time.
作者
马凤岐
陆海棠
王国亮
MA Fengqi;LU Haitang;WANG Guoliang(School of Education, Guangzhou University, Guangzhou 510006;Guangxi Ethnic Education and Research Center, Guangxi Minzu University, Nanning 530006, China)
出处
《高校教育管理》
CSSCI
北大核心
2022年第4期11-19,共9页
Journal of Higher Education Management
基金
国家社会科学基金“十三五”规划教育学一般项目(BIA190162)。
关键词
课时
学时
学生学习中心
教学管理
学分制
class hours
learning hours
student learning-centeredness
teaching management
the credit system
作者简介
马凤岐,研究员、博导,广州大学教育学院院长,从事高等教育学原理、高等学校管理、高等学校课程与教学研究;陆海棠,副研究员,博士研究生,从事高等学校管理研究。
