精品课程建设的实践误区与突破路径——以《教育科学研究方法》课程为例  

PracticeMisunderstanding of and Breakthrough Methods for Excellent Course Construction——A Case Study of Reform inResearch Methods of Educational Science

作　　者：杨丽萍[1] 谭天美[1] 

机构地区：[1]广西师范大学教育科学学院,广西桂林541004

出　　处：《钦州学院学报》2013年第1期72-76,共5页Journal of Qinzhou University

摘　　要：基础教育课程改革提出"教师即研究者"的口号,不仅是对一线中小学教师,更是对师范院校人才培养的新要求。为此,高师院校《教育科学研究方法》精品课程建设应立足于基础教育课程改革的需要,建设高品质课程体系,以教学目标、教学内容、学习方式、实践活动、写作指导、评价方式的改革为切入点对课程教学进行改革,加强实践教学环节,使师范生的教育科研能力培养落到实处。The slogan ＂teachers are the researchers＂, put forward in the curriculum reform of elementary education, not on- ly targets at teachers in elementary and middle schools, but also is a new requirement for talent cultivation in normal universities. Accordingly, the excellent course construction of Research Methods of Educational Science should be based on the needs from the curriculum reform of elementary education. Build up a high-quality curriculum system; carry out reforms in courses and teaching from the cutting points of teaching objectives, teaching contents, learning styles, practices, writing guidance and evaluation modes. Strengthen practice teaching to truly implement the cultivation of normal major students＇ scientific research ability.

关 键 词：高师院校 师范生 基础教育课程改革 教育科学研究 教学改革 

分 类 号：G420[文化科学—课程与教学论]