我国高校学习改革、学习素质教育与教学思想创新30年纪要——写在全国大学学习科学研究会成立二十周年之际  

Summary of learning reform,education for learning quality and teaching thought innovation in Chinese universities——Writing on the 20th anniversary of national university learning science research institute

作　　者：林毓锜[1] 

机构地区：[1]西安交通大学高等教育研究所,陕西西安710049

出　　处：《教学研究》2008年第6期471-479,共9页Research in Teaching

摘　　要：从建国初期至1978年间,我国从未有过真正的"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、系统的学习指导、学习素质教育,提出了"学习改革"的命题和创建"大学学习科学"的理论使命。30年来,出现了一些新的教学思想、学习思想,出现了崭新的学习指导、学习素质教育的丰富实践,出现了一批批重教重学、爱国爱生、敬业创新的高教工作者。这些学术思想、这些丰富实践、这些敬业创新者的精神,都可供承前启后、继往开来者的参考。There has never been ture learning reform from early China to the year 1978. The policy of ＂Emancipate the Mind, SeekTruth fromFacts＂ set some ofuniversity faculty free from restriction ofold habitual thinking. They sawthat student＇s potential of learning and development was far from full paly. And then they put forward the proposition ofleaming reform, bore the historical mission of establishing the university learning science theory based on sublation and innovation of old teaching thought, overcoming one-sidedness in long-term contempt for ＂students＂ and ＂leaning＂ and brand new learning guidance, systematic education for learning quality. Thirty Years from 1978 to 2008, new teaching and learnig thought, learning guidance and education for learning quality, and also new university faculty continuously appears. All of these can offer some reference for the people who will link between the past and the future and carry forward our cause into the future.

关 键 词：学习科学 教学思想 学习改革 学习指导 学习素质 重教重学 

分 类 号：G649.21[文化科学—高等教育学]