大学课堂生成性教学研究

发布时间：2018-02-25 09:53

本文关键词： 过程生成性教学大学课堂教学　出处：《河南师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：大学课堂教学是大学教育的重要媒介，大学课堂教学的质量关乎高素质人才的培养和国家国际竞争力的提升。我国传统大学课堂教学强调静态和间接经验的学习，导致学生学习的积极性和主动性不足，创造性得不到发挥，创新素质得不到培养。显然，，传统大学课堂教学已经满足不了社会快速发展对高素质人才的需求。生成性教学作为基础教育改革中出现的教学理念，以其关注具体的、动态的、开放的教学过程和关注课堂教学中师生双方通过交流、对话而生成的教育资源及其整合等，越来越被教学理论研究者和一线教师所认同。本文尝试将生成性教学运用于大学课堂教学，分析大学课堂生成性教学的涵义、理念及当前大学课堂教学的现状，探索大学课堂生成性教学的策略。本研究共分为五部分：第一部分绪论，主要对大学课堂生成性教学的研究原因和研究意义进行阐述，并对已有的国内外关于生成性教学的相关研究现状进行论述和分析，这是本研究的前提。第二部分对大学课堂生成性教学的理论作了阐释，对本研究涉及到的基本概念进行了解读，并从哲学和教育学理论两方面分析生成性教学的理论基础，这是本研究的依据。第三部分是大学课堂生成性教学的基本理念和意义追寻，这是对大学课堂生成性教学研究的必要性和实施的可能性进行分析和论证。第四部分提出大学课堂教学的现状，本研究主要从教学方式、教学设计、教学过程、教学评价和师生互动等几个方面进行，具体表现为教学方式静态化、教学设计预成化、教学过程程式化、教学评价单一化、师生互动偏失化。第五部分是本文的重点，根据第四章提出的问题，并在前几章对大学课堂生成性教学的涵义、基本理念等理解的基础上，提出自己的建议，即改善静态化的教学方式，设计弹性化的课堂教学，注重过程化的教学活动，改善单一化的教学评价，营造交往、对话的教学氛围。
[Abstract]:College classroom teaching is an important medium of university education. The quality of college classroom teaching is related to the cultivation of high-quality talents and the promotion of national international competitiveness. Traditional college classroom teaching in China emphasizes the study of static and indirect experience. As a result, students' learning enthusiasm and initiative are insufficient, creativity can not be brought into play, and innovative quality can not be cultivated. Obviously, traditional college classroom teaching has not been able to meet the demand of high quality talents for the rapid development of society. Generative teaching, as a teaching concept emerging in the reform of basic education, focuses on the concrete, dynamic and open teaching process and the educational resources generated by both teachers and students through communication and dialogue in classroom teaching, and so on. This paper attempts to apply generative teaching to college classroom teaching, and analyzes the meaning, concept and current situation of college classroom teaching. To explore the strategies of generative teaching in college classroom. This study is divided into five parts:. The first part is introduction, which mainly expounds the reasons and significance of the research on generative teaching in college classroom, and discusses and analyzes the existing research status quo of generative teaching at home and abroad, which is the premise of this study. The second part explains the theory of generative teaching in college classroom, interprets the basic concepts involved in this study, and analyzes the theoretical basis of generative teaching from the two aspects of philosophy and pedagogy, which is the basis of this study. The third part is the basic concept and significance of the college classroom generative teaching, which is the necessity of the university classroom generative teaching research and the possibility of its implementation. Part 4th puts forward the present situation of college classroom teaching. This research mainly includes teaching method, teaching design, teaching process, teaching evaluation and teacher-student interaction. The teaching process is stylized, the teaching evaluation is single, and the interaction between teachers and students is biased. The 5th part is the focus of this paper, according to the questions raised in Chapter 4th, and on the basis of the understanding of the meaning and basic concept of generative teaching in college classroom in the previous chapters, the author puts forward his own suggestion, that is, to improve the static teaching method. Design flexible classroom teaching, pay attention to the process of teaching activities, improve the single teaching evaluation, create a communication, dialogue teaching atmosphere.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G642.4

【引证文献】