民族教育研究
民族教育研究
민족교육연구
Journal of Research on Education for Ethnic Minorities
2013年
4期
89~92
,共null页
民族预科 教学关系 主体地位 课程改革
民族預科 教學關繫 主體地位 課程改革
민족예과 교학관계 주체지위 과정개혁
relation between teaching and learning; subject position; curriculum reform
传统观念中教学的概念常被理解为教师教、学生学。中央民族大学预科教育学院“大学语文”课程组主在课程改革与课程建设中一致认为真正有效的教学活动是师生互动、共同参与。因而教师在课堂上应该给予学生更多的思考机会和话语权力。学生的主体意识增强了，主观能动性调动起来了，课程改革才有可能收到实效。
傳統觀唸中教學的概唸常被理解為教師教、學生學。中央民族大學預科教育學院“大學語文”課程組主在課程改革與課程建設中一緻認為真正有效的教學活動是師生互動、共同參與。因而教師在課堂上應該給予學生更多的思攷機會和話語權力。學生的主體意識增彊瞭，主觀能動性調動起來瞭，課程改革纔有可能收到實效。
전통관념중교학적개념상피리해위교사교、학생학。중앙민족대학예과교육학원“대학어문”과정조주재과정개혁여과정건설중일치인위진정유효적교학활동시사생호동、공동삼여。인이교사재과당상응해급여학생경다적사고궤회화화어권력。학생적주체의식증강료，주관능동성조동기래료，과정개혁재유가능수도실효。
In traditional concept, teaching was regarded as teachers＇ job and learning as students＇ task. The teachers of the team of College Chinese of School of Preparatory Education, Minzu University of China believe that in curriculum reform and construction, effective teaching activities should involve interaction as well as joint participation of teachers and students. Therefore, teachers should give students more opportunities to think and express their ideas. Only when students＇ consciousness as subject is increased and their subjective initiative stimulated, can effectiveness be achieved in curriculum reform.
