“先学后导”大学课堂教学实践的初步探索  

How to Practice "Learning First,Guiding Second" in University Classroom

作　　者：付俊贤[1] 陈兰萍[1] 肖自明[1] 

机构地区：[1]渭南师范学院教育科学系,陕西渭南714000

出　　处：《渭南师范学院学报》2009年第3期59-61,共3页Journal of Weinan Normal University

基　　金：教育部全国教育科学"十一五"规划课题子课题(FHB0701006);陕西省教育厅专项科研计划项目(06JK123);渭南师范学院科研计划项目(08YKF007)

摘　　要：新课程背景下倡导的"先学后导"教学模式,日益彰显出为学生发展服务的价值。采用这一模式,实践中我们发现,教学过程中应坚持先承后启,先学后引,先议后问,先馈后评,先结后启,资源共享,方能激发课堂生命活力,有效达成教学目标。the teaching model of ＂Learning First, Guiding Second＂ advocated on the basis of new curriculums has showed the ever-increasing service value for students. In practice, the fact has found that the concept of continuing what comes before and enlightening what goes after, learning first and guiding second, question asking ＇after discussion, evaluation after student＇ s feedback and resource sharing should be insisted on teaching so that the vigor of class would be aroused and teaching target be achieved efficiently.

关 键 词：先学 后导 动态生成 资源共享 

分 类 号：G642[文化科学—高等教育学]