论“研究性课堂”的架构与创建——兼论人文学科研究生课堂教学的合理结构

发布时间：2018-05-15 06:39

  本文选题：研究性课堂 + 课堂教学结构　； 参考：《学位与研究生教育》2011年07期

【摘要】：分析了讲授主导式和读书讨论式两种主流研究生课堂教学模式的结构及其问题,指出研究生课堂教学的三大使命是帮助研究生完成知识入门、研究入门和精神入门,这些使命的实现需要研究性课堂的支撑。研究性课堂的构成元素是研究生、导师、制度和氛围,"五步式"教学是研究性课堂的理想结构。提升研究性课堂质量的三个关键是:教师工作重点的科学定位、教学改革方向的准确定向和教学环节间转换点的机智把握。
[Abstract]:This paper analyzes on the structure and problems of the two main teaching modes for postgraduate students, that is, teaching-leading mode and reading and discussing mode, and points out that the three missions of postgraduate classroom teaching are to help graduate students complete the introduction of knowledge, the introduction to research and the introduction to spirit. The realization of these missions needs the support of the research classroom. The elements of research classroom are graduate student, tutor, system and atmosphere. Five steps teaching is the ideal structure of research classroom. The three key points to improve the quality of research classroom are: the scientific orientation of teachers' work emphases, the accurate orientation of teaching reform direction and the witty grasp of switching points between teaching links.
【作者单位】： 陕西师范大学教育学院;
【基金】：2010年度教育部人文社科一般项目“免费师范生专业成长力的职后发展研究”(10YJC880081)的研究成果
【分类号】：G643
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本文编号：1891389