延安大学普通全日制本科生探究式学习现状与对策分析

发布时间：2018-12-13 22:28

【摘要】：目前,我国基础教育改革开展得如火如荼,不论是教育理论还是教育实践都达到空前盛况,其中探究式学习更是基础教育改革所重点倡导的项目,然而关于大学生开展探究式学习仅仅初具规模,并且探究学习的规模与效果不尽人意。针对教育发展规律以及学生成长需要,延安大学将探究式学习纳入课堂教学改革的重点工程,并批准了一批教改项目来研究探究式学习。在此背景下,笔者通过对延安大学任课教师和文科、理科与工科学生开展了有关探究学习的情况调查,分析本科教学存在的问题以及制约探究学习发展的因素,并对延安大学进一步开展探究式学习提出相应的对策与建议。本调查主要通过发放调查问卷、进行个人访谈、参与实际教学过程三种方式展开。首先,预先通过对延安大学教师教学模式以及学生学习方式的了解,有针对性地编制调查问卷,主要从学生的探究意识、学习方法,考核方式、学习期待等方面进行实际调研,并获得了不同学科、不同年级开展探究式学习的具体情况的数据。其次,选取不同学科的任教教师,就探究学习建设状况、学生学习状态等问题进行个人访谈调研。最后,结合实际的教学过程,对学校、教务处、学院现在已经出台的关于开展探究性学习方面所制定的相应政策进行分析解读。通过对调研数据统计与分析,发现延安大学在开展探究式学习中存在包括学生学习兴趣低且自主性较弱,教师对开展探究式教学的积极性较弱以及自身能力欠缺,教育部门缺乏合理而清晰的政策来规范探究学习等突出问题,而且这些问题阻碍了延安大学探究式学习的顺利开展。为解决以上问题,本研究在进行归因分析的基础上,针对问题症结,提出了强化学生自我意识水平激发学生自身学习动机;引导教师关注学生内心感受公平对待学生;要求教师从教学目标、教学方式、教学氛围方面彻底改变原先教学方法,营造师生和谐、共同发展的新局面;强化教师在探究学习过程中作为建设者、服务者、合作者、欣赏者以及反思者的角色认知;强化师生交流,创建师生和谐相处新局面;依托学校资源加强探究式学习平台与氛围建设;强化过程评价与发展性评价,激励教师开展探究式学习教学变革等策略,力求进一步为学生创造良好的成人与成才条件。
[Abstract]:At present, the reform of basic education in our country is in full swing, both educational theory and educational practice have reached unprecedented prosperity, among which inquiry learning is the key project advocated by the reform of basic education. However, the scale and effect of inquiry learning are not satisfactory. In view of the law of educational development and the needs of students' growth, Yan'an University incorporated inquiry learning into the key projects of classroom teaching reform, and approved a number of teaching reform projects to study inquiry learning. Under this background, the author carried out a survey on inquiry learning among the teachers of Yan'an University, liberal arts, science and engineering students, and analyzed the problems existing in undergraduate teaching and the factors restricting the development of inquiry learning. And put forward the corresponding countermeasures and suggestions to Yan'an University to further carry out inquiry learning. This investigation mainly through the distribution of questionnaires, personal interviews, to participate in the actual teaching process of three ways. First of all, through the understanding of the teachers' teaching mode and the students' learning style in Yan'an University in advance, we can draw up the questionnaire pertinently, mainly from the aspects of students' inquiry consciousness, learning method, examination method, learning expectation and so on. And obtained different subjects, different grades of the specific situation of inquiry learning data. Secondly, select teachers from different subjects and conduct personal interview on the status of inquiry learning construction and students' learning status. Finally, combined with the actual teaching process, this paper analyzes and interprets the relevant policies on carrying out inquiry learning that have been issued by schools, academic offices and colleges. Through the statistics and analysis of the investigation data, it is found that the students' interest in learning is low and their autonomy is weak, the enthusiasm of teachers to carry out inquiry teaching is weak and their own ability is lacking in carrying out inquiry learning in Yan'an University. There is a lack of reasonable and clear policies to regulate inquiry learning and these problems hinder the smooth development of inquiry learning in Yan'an University. In order to solve the above problems, on the basis of attribution analysis, this study, aiming at the crux of the problem, proposes to strengthen students' self-awareness level to stimulate students' own learning motivation, to guide teachers to pay attention to students' inner feelings and to treat students fairly. Teachers are required to completely change the original teaching methods from the aspects of teaching objectives, teaching methods and teaching atmosphere, so as to create a new situation of harmonious and common development of teachers and students. Strengthen the role cognition of teachers as constructors, service providers, collaborators, appreciators and introspectors in the process of inquiry learning, strengthen the communication between teachers and students, and create a new situation for teachers and students to get along harmoniously with each other. Relying on school resources to strengthen the construction of inquiry learning platform and atmosphere, to strengthen process evaluation and developmental evaluation, to encourage teachers to carry out inquiry learning teaching reform and other strategies, to further create good adult and talent conditions for students.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G642

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