研讨式教学模式的理论与实践  

Theories of Research-and-Discussion Teaching and Its Practice

作　　者：蒋跃[1] 邓磊[1] 徐生求[1] 

机构地区：[1]空军雷达学院基础部,武汉430019

出　　处：《空军雷达学院学报》2011年第4期306-309,共4页Journal of Air Force Radar Academy

摘　　要：为加强任职教育改革、适应创新人才培养需求,研究并践行了研讨式创新教育模式.在概述课堂研讨式教学模式的基本内涵、目标、作用及教学理论、思想、方法、特点和评价功能的基础上,提出了课堂研讨式教学的步骤、操作程序和实施要求,并以"杨氏干涉实验"为例进行了实践.实践调查表明:认为研讨式教学对提高自己能力与素质"确有很大好处"、"确有一定好处"的学生分别占52%和48%;能提高自己思维、自学、合作交流、科研和创新能力的学生分别为75%、90%、80%、65%和40%.In order to boost the reform of post-oriented education,and meet the demand for training innovative talents,we study and practice the research-and-discussion innovative education mode.On the basis of reviewing its fundamentals,objectives,functions as well as teaching theories,ideas,methods,features and its evaluation,this article puts forward the steps of the classroom research-and-discussion teaching,operating procedure and implementation requirements,taking‘Young’s light-interference experiment’as an example of implementation.The practice and survey show that those students who think the teaching mode are indeed very good and/or good to raising their abilities and qualities account for 52% and/or 48%,and those who think the mode can improve their abilities of thinking,self-study,cooperation and communication,scientific research,and innovation are 75%,90%,80%,65% and 40% respectively.

关 键 词：研讨式教学 创新教育 素质教育 杨氏干涉实验 

分 类 号：G424.1[文化科学—课程与教学论]