我国高校学习改革的由来、发展与创新  

On Learning Reform and Teaching Ideology Innovation in China's Higher Institutions

作　　者：林毓锜[1] 

机构地区：[1]西安交通大学高等教育研究所教授

出　　处：《高等工程教育研究》2008年第4期62-67,共6页Research in Higher Education of Engineering

摘　　要：从建国初期至1978年间,我国的教学改革基本上未涵盖"学习改革"。"解放思想,实事求是"方针将一些高教工作者从旧的习惯思维中解放出来,他们看到学生的学习与发展潜力远没发挥出来,对旧教学思想进行了扬弃,创新教学思想,克服长期轻视"学生"与"学习"的片面性,对学生进行崭新的学习指导,提出了"学习改革"的命题和创建"学习科学"的理论使命。今后,既要在教师中纠正"重教轻学"与"轻视教学"的思想,又要在学生中纠正"轻教偏学"甚至"轻教失学"的现象。宣传新教学思想、继续推进学习改革与提高学生的学习素质,是提高教育教学质量的重要保证。From the initial period after the founding of new China to 1978, there had been no conception of ＂learning reform＂ in China＇s teaching reform. It is the ideological line of ＂emancipating the mind and seeking truth from facts ＂ that liberated quite a number of college educators from the habitual thinking , They have realized that students＇ learning and development potential have not given full play. They have selectively adopted the old teaching ideology and innovated new one and thus replaced the long- held partial ideal of despising ＂students＂ and ＂learning＂ with new learning instruction to students. Based on all these, the proposition of ＂learning reform＂ and the mission to construct ＂learning science＂ are proposed. In the long run, the idea of ＂emphasizing teaching and despising study ＂ should be corrected among teachers, while the phenomenon of ＂despising teaching and emphasizing learning＂ and even ＂ despising teaching and losing learning ＂ should also be corrected among students. Propagating new teaching ideology and further pushing ahead learning reform and promoting students＇ learning quality is an important guarantee tor the quality improvement of both education and teaching.

关 键 词：教学思想 学习改革 学习指导 学习素质 重教轻学 轻教失学 

分 类 号：G649.2[文化科学—高等教育学]