厘清承载课程思想的术语体系是大学教学质量的宏观保证——兼论精品开放课程建设中的目标梳理  

System of Clear Course-Thought-Bearing Terms: A Macroscopical Guarantee of University Teaching Quality ——On the Targeting of the Open Excellent Course Development

作　　者：金学军[1] 

机构地区：[1]井冈山大学教育学院,井冈山大学高等教育研究所,江西吉安343009

出　　处：《井冈山大学学报（社会科学版）》2014年第2期72-76,共5页Journal of Jinggangshan University(Social Sciences)

基　　金：江西省社科规划项目"汉字‘教学’涵义的语料库研究"(项目编号:11JY25);江西省教科规划项目"语言学视野下的课堂教学评价原理研究"(项目编号:11YB063);井冈山大学博士科研启动经费项目"语言学视野下的教学原理研究"(项目编号:JRB11011)

摘　　要：学生学到什么程度才表明其确实掌握了某一门课程的思想?该问题的回答并非易事。布鲁纳提出了掌握学科基本结构的要求,但却因为"教师"和"教材"的原因没有取得预期的效果。然而,倘若能认真梳理承载课程思想的学科术语集合,精心绘制承载课程思想的学科术语体系,并在课堂教学中帮助学生逐层理解学科术语及其之间的关系,提供语言游戏机会以实现学科术语的生活语言化,则大学教学质量是可以保证的。为此,建议在精品课程建设中重视学科术语集合的目标梳理,形成直观的学科术语体系,从而使教、学、督、评等均有据可循。It is not easy to tell to what extent a student has to learn to prove his command of the quintessence of a course. Though Bruner put forward requirements of ＂ mastering the basic disciplines structure＂ , his theory fails to be successful due to the negligence of ＂ teacher＂ and ＂ textbook＂ Nevertheless, quality of university teaching could be guaranteed on discipline terms bearing course thoughts, mapping the term systems, condition that we sorting the sets of helping students understand the terms and their interrelationships, and providing students with opportunities of language games which applies the terms in daily-life languages. Therefore, it is suggested to pay attention to the carding of set of discipline terms and the forming of the term system visually during the open excellent course development so that the teaching, learning, supervising and evaluating will be implemented certainly and arguably.

关 键 词：课程思想 学科基本结构 术语体系 大学教学质量 

分 类 号：G64[文化科学—高等教育学]