商洛学院学报
商洛學院學報
상락학원학보
JOURNAL OF SHANGLUO UNIVERSITY
2012年
6期
69-74
,共6页
思想政治理论课%教学改革%“五步教学法”
思想政治理論課%教學改革%“五步教學法”
사상정치이론과%교학개혁%“오보교학법”
ideology and political science course%teaching reform%“Five-step Teaching Approach”
高校思想政治理论课教学已经形成了统一的大纲、统一的教材和一致的教学内容。在此前提下教学方法的改革就成为提高教学质量和效果的关键。“五步教学法”是指学生在备课基础上，按“讲”“说”“辩”“评”“考”五个步骤完成课堂教学任务。其要解决的关键问题是如何真正做到以学生为主体，真正调动大学生内在的积极性、主动性和创造性。“五步教学法”的创新点主要表现在三个“转变和创新”，即“一言堂”向“多言堂”的转变和创新。学生“间歇参与”向“全程参与”的转变和创新，教师主体向教师主导、学生主体的转变和创新。
高校思想政治理論課教學已經形成瞭統一的大綱、統一的教材和一緻的教學內容。在此前提下教學方法的改革就成為提高教學質量和效果的關鍵。“五步教學法”是指學生在備課基礎上，按“講”“說”“辯”“評”“攷”五箇步驟完成課堂教學任務。其要解決的關鍵問題是如何真正做到以學生為主體，真正調動大學生內在的積極性、主動性和創造性。“五步教學法”的創新點主要錶現在三箇“轉變和創新”，即“一言堂”嚮“多言堂”的轉變和創新。學生“間歇參與”嚮“全程參與”的轉變和創新，教師主體嚮教師主導、學生主體的轉變和創新。
고교사상정치이론과교학이경형성료통일적대강、통일적교재화일치적교학내용。재차전제하교학방법적개혁취성위제고교학질량화효과적관건。“오보교학법”시지학생재비과기출상，안“강”“설”“변”“평”“고”오개보취완성과당교학임무。기요해결적관건문제시여하진정주도이학생위주체，진정조동대학생내재적적겁성、주동성화창조성。“오보교학법”적창신점주요표현재삼개“전변화창신”，즉“일언당”향“다언당”적전변화창신。학생“간헐삼여”향“전정삼여”적전변화창신，교사주체향교사주도、학생주체적전변화창신。
The teaching of theories of ideology and political science in institutions of higher learning has uniform syllabus, textbooks, and teaching contents. In this case, reform in teaching approach becomes a key factor in improving teaching quality and achieving good effect. “Five-step Approach” refers to the five steps, “lecturing” “explaining arguing evaluating” “checking” on preparation by students to fulfil the classroom task. What concerns most is how to conduct “student-oriented teaching”, and truly “evoke the internal enthusiasm, initiation and creativity of students”. The creativities of “Five-step Approach” lie in “Three transformations and innovations”, i.e. the transformation and innovation of “one speaker”, to “many speakers”, “interval participation” to “whole process participation”, and the teacher-oriented teaching to teacher-regulated, student-oriented teaching.
