中国高教研究
中國高教研究
중국고교연구
China Higher Education Research
2012年
11期
57~63
,共null页
以学生为中心 本科教育 实践误区 引导原则
以學生為中心 本科教育 實踐誤區 引導原則
이학생위중심 본과교육 실천오구 인도원칙
student-centered; undergraduate education ;practice error; guiding principle
“以学生为中心”的本科教育理念由美国学者提出和倡导，带来了本科教育基本观念、教学方法和教学管理的系列变革。“以学生为中心”的理念正在影响着我国的本科教育，使我国本科教育取得了可喜的转变。但这一改革还存在着教育理想的民族缺失、教育思想的本土偏离、教育目标的避高趋低、教育活动的儿童思维、教学内容的删繁就简、教学方式的引人娱乐、教学过程的散乱无序、课外生活的放任自为、教育评价的片面倚重、教育主体的学生独挡等十大实践误区。引导“以学生为中心”的本科教育走出现有实践误区．必须坚持借鉴西方教育理论与尊重我国教育实际相结合、延伸理论应用范畴与遵循学生身心规律相结合、激发学生求知潜能与满足社会需求目标相结合、重视学生主体地位与重视教师主体地位相结合、改革教学方法手段与培育特色教育理念相结合、进行教育教学改革与做好系统配套建设相结合等原则。
“以學生為中心”的本科教育理唸由美國學者提齣和倡導，帶來瞭本科教育基本觀唸、教學方法和教學管理的繫列變革。“以學生為中心”的理唸正在影響著我國的本科教育，使我國本科教育取得瞭可喜的轉變。但這一改革還存在著教育理想的民族缺失、教育思想的本土偏離、教育目標的避高趨低、教育活動的兒童思維、教學內容的刪繁就簡、教學方式的引人娛樂、教學過程的散亂無序、課外生活的放任自為、教育評價的片麵倚重、教育主體的學生獨擋等十大實踐誤區。引導“以學生為中心”的本科教育走齣現有實踐誤區．必鬚堅持藉鑒西方教育理論與尊重我國教育實際相結閤、延伸理論應用範疇與遵循學生身心規律相結閤、激髮學生求知潛能與滿足社會需求目標相結閤、重視學生主體地位與重視教師主體地位相結閤、改革教學方法手段與培育特色教育理唸相結閤、進行教育教學改革與做好繫統配套建設相結閤等原則。
“이학생위중심”적본과교육이념유미국학자제출화창도，대래료본과교육기본관념、교학방법화교학관리적계렬변혁。“이학생위중심”적이념정재영향착아국적본과교육，사아국본과교육취득료가희적전변。단저일개혁환존재착교육이상적민족결실、교육사상적본토편리、교육목표적피고추저、교육활동적인동사유、교학내용적산번취간、교학방식적인인오악、교학과정적산란무서、과외생활적방임자위、교육평개적편면의중、교육주체적학생독당등십대실천오구。인도“이학생위중심”적본과교육주출현유실천오구．필수견지차감서방교육이론여존중아국교육실제상결합、연신이론응용범주여준순학생신심규률상결합、격발학생구지잠능여만족사회수구목표상결합、중시학생주체지위여중시교사주체지위상결합、개혁교학방법수단여배육특색교육이념상결합、진행교육교학개혁여주호계통배투건설상결합등원칙。
The idea of ＂student-centered＂undergraduate education has brought a series of reforms on basic idea, teaching method and teaching management of undergraduate ＂student-centered＇concept is affecting our undergraduate educati education advocate by American scholar. The on and has made it changing gratifyingly, but the reform still exists ten errors, including losing myself in education ideal, leaving own in education thought, cutting down in education goal, becoming children in education activities, getting simple in teaching content, entertaining and amusing in teaching fashion, scattering and incoherent in teaching process, indulging and freeing in extracurricular life, stressing partially in education evaluation, singling uniquely in education subject. To get out of misunderstanding, we must adhere to some principles, such as combining borrowing western education theory with respecting our education reality, combining extending theory category with following students growing rule, combining arousing students learning potential with meeting social need target, combining attaching students subject position with paying more attention to teachers＇ main body position, combining reforming teaching methods and means with breeding characteristic education concept, combining reforming education with constructing a good supporting system.
