参与式教学在新疆大学社会工作专业教学中的应用研究

发布时间：2018-07-08 10:45

本文选题：社会工作专业 + 参与式教学　；参考：《新疆大学》2017年硕士论文

【摘要】：二十世纪80年代以来,学生的主体地位逐渐受到重视成为课堂教学的核心,参与式教学应运而生。参与式教学是指根据学生的实际需求,通过师生合作与反馈,运用多样的教学方法营造轻松和谐的教学氛围,鼓励学生积极参与到教学过程中的一种学习方法。参与式教学中教师是协助者、引导者等角色,学生是课堂的主体,在互动中建构知识、提高能力、体验情感、激发潜能。传统教学模式因其弊端无法适应当今社会工作专业教学发展,参与式教学与社会工作由于注重主体参与等特点高度契合,二者在教学方面显得相得益彰。本研究采用文献研究法、问卷调查法、访谈法、观察法、对比研究法,以新疆大学社会工作专业的任课教师和学生为对象,以建构主义理论和体验式学习理论为指导,围绕参与式教学的内涵、新疆大学社会工作专业参与式教学调查与现状分析、存在的问题及原因分析、模式选择及对策建议等内容展开了相关理论与实践研究。目前,在此方面以学生视角探讨并结合民族特色的研究较少,本研究的创新之处在于从学生的视角出发力求结合民族特色和新疆大学实际对比差异进行研究。通过调查得出以下结论:新疆大学社会工作专业的师生均认为开展参与式教学是必要且可行的,对其理念和效果表示肯定并愿意参与其中。师生、本硕学生对同一问题有着不同的看法,民汉学生在看待教学方法等问题上也各有见解。新疆大学社会工作专业现已采用了参与式教学,由于受观念意识、参与能力、客观因素等影响,其开展效果并不理想。学生存在参与意识和动力不足、参与能力和知识欠缺的问题;教师的观念及方式有待转变、经验及能力欠缺;学校的配套设施、专业设计、管理模式和考核制度有待完善、存在交流机会和参与平台缺乏的问题。对此,结合民族特色和新疆大学实际提出模式选择和对策建议。模式选择分为需求分析、教学设计、教学实施、总结评价四个阶段。对策建议如下:学生应树立参与意识,培养主动学习习惯、奠定知识基础,提升参与学习能力;教师应转变观念和角色、提高素养和能力、注重教学设计和反思、关注学生差异和生活;学校应完善教学设施和教学内容、改革管理体制和考核制度、广泛采纳师生建议、创造参与平台和参与氛围。
[Abstract]:Since the 80s of twentieth Century, students' main position has gradually become the core of classroom teaching, and participatory teaching arises at the historic moment. Participatory teaching means to create a relaxed and harmonious teaching atmosphere and encourage students to participate in the teaching process according to the actual needs of the students and through the cooperation and feedback of teachers and students. In the participatory teaching, the teacher is the assistant, the guide and so on. The student is the main body of the class. In the interaction, the teacher constructs knowledge, improves the ability, experiences the emotion and stimulates the potential. The traditional teaching mode can not adapt to the development of the professional teaching in the present social work, and the participatory teaching and social work pay attention to the main body. Participation and other characteristics are highly fit for the two parties. The research adopts literature research, questionnaire survey, interview, observation and comparative study, taking the teachers and students of the professional social work of Xinjiang University as the object, guided by constructivism theory and experiential learning theory, around participatory teaching. Connotation, the research and analysis of the participatory teaching and status quo of the social work in Xinjiang University, the existing problems and reasons analysis, the selection of the model and the countermeasures and suggestions, and so on. At present, there are few studies on the students' perspective and the national characteristics in this respect. The innovation of this study lies in the students' research. From the angle of view, we try to study the differences between the national characteristics and the actual contrast of Xinjiang University. Through the investigation, the following conclusions are drawn: the teachers and students of the social work of the Xinjiang University are all thought that it is necessary and feasible to carry out participatory teaching, affirming its concept and effect and willing to participate in it. The people and Han students have different opinions on the teaching methods and so on. The social work major of Xinjiang University has now adopted participatory teaching. Because of the influence of concept consciousness, participation ability and objective factors, the effect is not ideal. The students have a lack of participation in understanding and motivation, and the ability to participate and lack of knowledge. Teachers' ideas and methods need to be changed, lack of experience and ability; the school supporting facilities, professional design, management mode and assessment system need to be perfected, and there are problems of communication opportunities and lack of participation platform. In this regard, the model selection and countermeasures are put forward in combination with national characteristics and the practice of Xinjiang University. Learning design, teaching implementation, summary evaluation four stages. The countermeasures are as follows: students should set up participation consciousness, cultivate active learning habits, lay knowledge foundation, improve participation learning ability; teachers should change ideas and roles, improve quality and ability, pay attention to teaching design and reflection, pay attention to students' difference and life; the school should perfect teaching The implementation of teaching content and reform of management system and assessment system, widely adopted teacher and student suggestions, create a participatory platform and participation atmosphere.
【学位授予单位】：新疆大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：C916-4;G642

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