为促进学生探究而讲授——大学研究性教学中的课堂讲授变革  

Lecturing to Promote Students' Exploration ——Change of Lecturing in College Research-based Teaching

作　　者：陈佑清[1] 吴琼[2] 

机构地区：[1]华中师范大学教育学院,湖北武汉430079 [2]湖北大学化学化工学院,湖北武汉430062

出　　处：《高等教育研究》2011年第10期94-99,共6页Journal of Higher Education

基　　金：湖北省高等学校教学研究项目(2008120);华中师范大学国家教师教育创新平台理论创新研究项目(985ZB0401)

摘　　要：讲授是我国大学教学中最为盛行的教学方式,对讲授进行变革因此成为大学推行研究性教学的前提。为促进学生进行探究性学习,教师的课堂讲授在时空占用上要控制在必要的范围之内;在内容的选择上,应着重讲授那些有助于发展学生探究意识与能力的知识,如背景性的知识、问题性知识、过程性知识、方法性知识、知识之间的联系、知识与生活的关联及实践运用、学科前沿知识等。Lecturing is the most popular teaching method in our colleges. Then, to change the lecturing method is the antecedent of practicing research-based teaching. To pro- mote students＇ exploration, teachers should control their occupation of space and time in the essential scope when lecturing; from the aspect of choosing lecturing content, teachers should instruct the knowledge which is helpful to develop students＇ exploration consciousness and capacity, such as background knowledge, inquiring knowledge, processing knowledge, methodological knowledge, the relationship among knowledge, the correlation be- tween knowledge and life and its application, leading edge of discipline, and so on.

关 键 词：大学研究性教学 探究学习 讲授变革 

分 类 号：G642.4[文化科学—高等教育学]