CAJ | 학술논문

高师“讲授式”课堂教学模式价值取向偏重职业关爱,师生关系强调师主生从,教学内容侧重描述事实,导致学生成为职业规则的接受者、教学方法的模仿者、教学技能的塑造者.大学本科生专业课程教学的宗旨是帮助学生涵养专业情意,建构专业理想,练就专业技能.这一宗旨的实现需要探究取向课堂教学的支持.探究取向的课堂教学构成的基本元素有探究主体、探究情意与探究组织以及探究的机制.实施探究式教学需要营造探究氛围的情感场,挖掘具有探究问题的教学内容,合理安排教学进程以及发挥多元评价的功能.
고사“강수식”과당교학모식개치취향편중직업관애,사생관계강조사주생종,교학내용측중묘술사실,도치학생성위직업규칙적접수자、교학방법적모방자、교학기능적소조자.대학본과생전업과정교학적종지시방조학생함양전업정의,건구전업이상,련취전업기능.저일종지적실현수요탐구취향과당교학적지지.탐구취향적과당교학구성적기본원소유탐구주체、탐구정의여탐구조직이급탐구적궤제.실시탐구식교학수요영조탐구분위적정감장,알굴구유탐구문제적교학내용,합리안배교학진정이급발휘다원평개적공능.
The lecture-based teaching model in classroom at normal colleges emphasizes the value orientation of preferences for vocation, the teacher-centered interaction with students, and the facts-descriptive teaching content, which has led to students’ passive reception of vocational principles, replication of instructional methods and formation of teaching modes. This is inconsistent with the objective of undergraduate programs to help students nurture professional rationale, ambition and capability. The objective can only be actualized via inquiry-based instruction that is mainly composed of inquired subjects, sentiments, organizations and mechanisms. The author, thus, suggests that the instruction be promoted by creating an atmospheric sentimental field, integrating inquired questions-based contents, streamlining teaching progress and dimensionally evaluate the instruction.