基于主体性发展的师范生课堂教学模式探究——以《师范素养修习》课程为例  

A Research on the Teaching Mode to Develop Normal School Students' Autonomy:A Case Study of the Course of Cultivating Good Teachers' Qualities

作　　者：殷素梅[1] 郑华[1] 王晶晶[1] 

机构地区：[1]玉溪师范学院教育学院,云南玉溪653100

出　　处：《玉溪师范学院学报》2012年第6期63-67,共5页Journal of Yuxi Normal University

摘　　要：师范生的主体性发展,是对师范生主动、积极的自我发展的诉求。课堂教学以师范生的主体性发展要求为前提,也是塑成师范生这一主体性的成长的主阵地。《师范素养修习》课程以"教学做合一"为核心思想,以中国传统的"学——思——行"模式为指导,尝试建构一种以所"学"、所"思"引领所"行",以所"行"验证所"学"、所"思"的课堂教学模式。模式有调整心理氛围、创设研修情境,自修致知——求疑辩难——学思相资,知行合一——事上磨炼——自律力行三个主要环节,依凭对话、讨论、反思、质疑等主要方法,对参与研修的师生双方的主体性成长均有一定的促进作用。Autonomy development is normal school students' initiative and positive self-development demand.Autonomy development should be the top priority of classroom teaching as it is the basic place for autonomy growth.The Course of Cultivating Good Teachers' Qualities places at its core the combination of 'Teach,Learn,and Do'.Guided in teaching mode by the tradition of 'Learn,Think and Do',the course attempts to build a classroom teaching mode of 'Conduct led by learning and thinking' and 'Do to prove learning and thinking'.The mode has the major steps of mental adjustment,situation establishment,self-cultivation to know,inquiry to solve difficulties,combination of learning and thinking,knowing and doing,and will-power building and self discipline enhancement.Methods of dialogue,discussion,reflection,inquiry are used,which proved positive also to develop students autonomy.

关 键 词：师范教育 主体性 教学模式 

分 类 号：G45[文化科学—教育学]