高校研究性教学改革探析

发布时间：2018-05-31 19:46

本文选题：高校 + 研究性教学　；参考：《曲阜师范大学》2012年硕士论文

【摘要】：高校作为探究高深学问的场所，其所具有的科研职能，为将学生引入研究领域提供了现实可能性。但现今高校教学的现状却背离了其知识属性的追求，，仍然沿袭传统灌输的教学模式，以致于学生的探究意识薄弱，探究能力不足。于是改革传统的教学与学习方式，倡导基于研究的高校研究性教学，既是对学生全面发展要求的呼应，也是适应社会对创新性人才培养的需求。在这场教育改革的浪潮中，多数研究者从教或学的单维度入手，忽视了教学的集合特性，导致了教学作为教与学统一体的割裂。虽然研究性教学已在实践领域进行了不同程度的探索，但尚未在全国范围内展开，成为高校的主导性模式。基于以上缘由，文章在充分体现以教促学、以学助教理念的基础上，构建立体化、全程性的研究性教学模式。在对高校研究性教学模式的建构中，首先通过对高校研究性教学的历史梳理，明晰了研究性教学作为教学与科研相结合理念的外化形式在高校中的发展历程。但时至今日，高校职能的多元化造成了教学与科研的分离以及科研人才培养职能的丧失。现今重申研究性教学对高校人才培养的时代意义，既是对历史的回归，也是对时代需求的回应。因此，在高校开展基于研究的研究性教学势在必行。为确保高校研究性教学构建的合理性与有效性，需为其寻找理论支持与观念支撑——主体性教育理论、建构主义学习理论、人本主义管理理论以其与研究性教学相适切的特点，为高校研究性教学的开展提供了源源不断的理论滋养。基于此，在参照美国研究型大学本科教育教学实践经验的路径上，从教学理念、教学目标、课程体系、培养模式、教学评价五个层面，构建植根于本土，具有中国特色的高校研究性教学模式。在教学理念层面，以教学与科研相结合的观念为指导，依托高校科研优势，适时的将学生引入科研领域；在教学目标层面，立足学生实际，制定体现层次性与渐进性的高校研究性教学目标，即作为学习者的宽厚知识基础与作为研究者的研究技能及能力；在课程体系层面，以模块化的形式从基础课程重组模块、入门指导课程模块、研究性课程模块、基于项目或课题的综合课程模块四个方面构建连续的研究性课程体系；在培养模式层面，实施沟通课堂内外的研究性教学培养模式，亦即以精品课程为依托构建高校研究性教学的课堂模式与构建高校研究性教学的实践平台；在评价体系层面，制定有利于教师与学生发展的教学评价体系。最后为了更好的推进高校研究性教学的开展，从学术生态环境、教师队伍建设、教学管理制度建设、硬件建设四个层面予以辅之，以保证高校研究性教学的正常运行。
[Abstract]:As a place to explore advanced knowledge, colleges and universities have the function of scientific research, which provides a realistic possibility for the introduction of students into the field of research. However, the present situation of college teaching deviates from the pursuit of its knowledge attribute, and it still follows the traditional teaching mode of indoctrination, so that the students' consciousness of inquiry is weak and the ability of inquiry is insufficient. Therefore, reforming the traditional teaching and learning methods and advocating research-based research teaching in colleges and universities is not only a response to the requirements of students' all-round development, but also a response to the needs of the society for the cultivation of innovative talents. In this wave of educational reform, most researchers start from the single dimension of teaching or learning, ignore the collective characteristics of teaching, and lead to the separation of teaching as a unity of teaching and learning. Although research-based teaching has been explored to different degrees in the practical field, it has not been carried out in the whole country and has become the dominant mode in colleges and universities. Based on the above reasons, the article fully embodies the idea of teaching and teaching assistant, and constructs a three-dimensional, whole-course research teaching model. In the construction of the research teaching model in colleges and universities, the history of research teaching in colleges and universities is combed first, and the course of development of research teaching as an externalized form of combining teaching and scientific research in colleges and universities is clarified. But today, the diversification of university functions has resulted in the separation of teaching and scientific research and the loss of scientific research personnel training function. At present, we reiterate the significance of research teaching to the cultivation of talents in colleges and universities, which is not only the return of history, but also the response to the needs of the times. Therefore, it is imperative to carry out research-based teaching in colleges and universities. In order to ensure the rationality and validity of the construction of research teaching in colleges and universities, it is necessary to find theoretical support and conceptual support-the theory of subjectivity education, the theory of constructivism learning, and the theory of humanism management. It provides continuous theoretical nourishment for the development of research teaching in colleges and universities. Based on this, from five aspects of teaching concept, teaching goal, curriculum system, training mode and teaching evaluation, the author builds up the teaching practice of undergraduate education in American research universities, which is rooted in the native country, which is based on the experience of undergraduate education and teaching practice in American research universities. Research teaching mode with Chinese characteristics in colleges and universities. Under the guidance of the concept of combination of teaching and scientific research and relying on the advantages of scientific research in colleges and universities, the students should be introduced into the field of scientific research at the level of teaching concept, and at the level of teaching objectives, they should be based on the students' reality. The goal of research teaching in colleges and universities should be formulated, that is, as a learner's broad knowledge base and as a researcher's research skills and ability, and in the level of curriculum system, the basic curriculum reorganization module should be adopted in the form of modularization. The introduction guidance course module, the research curriculum module, the integrated curriculum module based on the project or the topic constructs the continuous research curriculum system, in the training mode level, carries out the communication inside and outside the classroom research teaching training model, In other words, it builds the classroom mode and practical platform of the research teaching in colleges and universities based on the excellent courses; at the level of evaluation system, it formulates the teaching evaluation system which is conducive to the development of teachers and students. Finally, in order to better promote the development of research teaching in colleges and universities, from the academic ecological environment, the construction of teachers, the construction of teaching management system, the construction of hardware to assist them, in order to ensure the normal operation of research teaching in colleges and universities.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G642.4

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