Analysis on the Actual Teaching Effectiveness of Course Ethnic Theory and Policy --School of Preparatory Education for the Minorities of Ningxia University Is Taken for Example  

作　　者：Suisheng JIA 

机构地区：[1]Ningxia Institute of Ethnic Preparatory Education, Ningxia University, Yinchuan, Ningxia 750021 China

出　　处：《International Journal of Technology Management》2013年第12期19-21,共3页国际技术管理

摘　　要：In this paper, many factors restricting and affecting the actual effectiveness of course ethnic theory and policy are summarized, among which student factors mainly include unavailable major foundation, new strange course, and having no idea about how to learn in the short term, narrow knowledge scope because of the examination-oriented education, poor self-control ability and attitude toward learning, and difference among the students of different minorities in the preparatory education, so that the actual teaching effectiveness is different. The teaching contents provided by teachers are not enough scientific, and the teaching pertinence is not strong; all parts of teaching and especially the effectiveness of processing the key and difficult points are not good enough, so that students are guided not very well to actively participate in classroom teaching activities, etc. Subsequently, an analysis is made around integrating and excavating teaching materials, understanding teaching contents, valuing the teaching process, and helping the students of preparatory education change from passively learning knowledge to initiatively accepting knowledge in a targeted way, and then some approaches, methods, and strategies of improving the actual teaching effectiveness of the course are explored.

关 键 词：Preparatory Education Ethnic Theory and Policy Course Reform EFFECTIVENESS 

分 类 号：G649.28[文化科学—高等教育学] G41[文化科学—教育学]