以学生参与为导向的教学方法创新——文化社会学课程教学路径探寻  

Students' Participation-oriented Teaching Methods Innovation——On the Path of Cultural Sociology Courses Teaching

作　　者：郭占锋[1] 

机构地区：[1]西北农林科技大学人文学院,陕西杨凌712100

出　　处：《黑龙江教育学院学报》2013年第2期45-47,共3页Journal of Heilongjiang College of Education

基　　金：获2012年陕西省社科基金(重点项目)"陕西农业现代化进程中农业科技推广体制创新的社会学研究"(12G072);中央高校基本科研业务费专项资金科技创新专项(QN2011171);西北农林科技大学博士启动基金项目"转型期农村公共危机管理研究"(201104050284);以及"农村劳动力结构变迁背景下的农业科技推广机制研究项目"(TGZX2012-34)的支持

摘　　要：作为西方的舶来品,文化社会学课程在中国的发展显得非常滞后。在当前教学过程中主要存在着教材陈旧、观点落后,理论流派错综复杂、理论观点抽象空洞,"教"、"学"分离等问题。鉴于此,在强调"教"与"学"互动的基础上,要重新赋予教师的"辅助性角色",在为学生提供讨论和展示空间的同时,更要凸显"以学生参与为导向"的教学方法,充分发挥学生学习的积极性、自主性、自觉性,进而激发学生的学习潜力,以此实现"教"与"学"的统一,有效提高文化社会学课程的教学质量。As a Western exotic,the development of cultural sociology course in China is very backward. In the current process of teaching, many problems exist：obsolete textbooks, backward perspective, intricate theory genre, abstract and empty theoretical per- spectives, the separation of ＂teaching＂ and ＂learning＂. Therefore, based on the emphasis on the interaction between ＂teaching＂ and ＂learning＂, ＂supporting role＂ should be reassigned to teachers and while providing students with discussion and exhibition space, we should also highlight the ＂students＇ participation-oriented＂ teaching methods, and give full play to students＇ enthusiasm, autonomy, and self-awareness to learn, thereby further stimulating students＇ learning potential, in order to achieve integration of ＂teaching＂ and ＂learning＂ and effectively improve the teaching quality of culturM sociolog-/courses.

关 键 词：文化社会学 辅助性角色 学生参与为导向 教学创新 

分 类 号：G642.0[文化科学—高等教育学]