高等院校模拟实践教学模式设计  

On the Design of the Simulative Practical Teaching Model of Colleges and Universities

作　　者：黄卫东[1] 洪小娟[1] 孙秀成[2] 

机构地区：[1]南京邮电大学经济与管理学院 [2]南京邮电大学海外教育学院,江苏南京210003

出　　处：《高校教育管理》2012年第3期93-98,共6页Journal of Higher Education Management

基　　金：中国高等教育学会2010年度立项课题(2010YHE025);江苏省教育厅资助项目(2010SJD880101);南京邮电大学教改重点资助项目(JG00110JX27;JG00110JX28)

摘　　要：模拟实践教学是高校教学改革的一个重要研究课题。通过厘清高等院校开展模拟实践教学的理论和现实依据及其辩证关系,剖析本科教学中接受性学习和研究性学习的统一,指出沙盘模拟实验难以承担实践教学的全部职能,从而分析得出高等院校模拟实践教学要呈现多种形式和模式。着重对模拟实践教学的课程体系进行设计,提出高校模拟实践教学课程设计在时间安排上要打破"先理论再实验(实践)"的传统开课顺序,顺应大学生从感知到认知的认识规律,合理规划课程。在提高学生参与度的前提下,高校教师也应由课堂的"主演"向"导演"角色转化,教师的作用向以教学设计和组织、指导、监控以及考核学生的学习活动为主转变。Simulative practical teaching is an important research field in the teaching reform of colleges and universities. The present study explores the theoretical and the practical basis of the practical simulative teaching and clarifies their dialectic relationship so as to analyze the unification of receptive learning and explorative learning at the baccalaureate level. And makes it clear that the sand table simulative experiment can not perform all the functions of practical teaching, which indicates that the form and the pattern of the simulative practical teaching at colleges and universities should be diversified. Emphasizing the design of the curriculum of simulative practical teaching, it points out that in order to plan the Simulative practical teaching courses reasonably, the traditional sequence in which study of theories is always followed by experiments or practice should be adapted to the cognitive law by which rationality comes after perception, that colleges teacher should try to play the role of a ＂director＂ rather than the role of an ＂actor＂ in classroom instruction, and that they should be the designer and the organizer of teaching, and the director, the supervisor and the checker of students＇ leaming.

关 键 词：高等院校 模拟实践教学 模拟教学体系 实践教学改革 

分 类 号：G642.4[文化科学—高等教育学]