社会调查研究能力培养中的实验教学设计  

Social survey research ability training in experimental teaching design

作　　者：徐晓军[1] 郑伦楚[2] 彭扬帆[1] 

机构地区：[1]华中师范大学社会学院 [2]华中师范大学教务处,湖北武汉430079

出　　处：《教学研究》2014年第2期99-103,124,共5页Research in Teaching

基　　金：湖北省高等学校教学研究项目(2012077);华中师范大学实验教学改革与实验室建设项目(WZ2011-08)

摘　　要：社会学专业人才培养离不开社会调查研究这一核心技术能力的提升,目前国内高校研究方法课程面临"孤立化"、"内部化"和"理论化"的现实挑战,而社会调查研究课程在实验教学的"优势性"、"可行性"与"有效性"的趋势下迎接未来机遇。随着实验教学的引入,通过不断促进社会学专业体系的系统性、实验环节的开放性以及实验教学的拓展性,增强教学过程中的实训环节,从而使研究方法"技术化",从根本上促进学生社会调查研究能力的提升。从大量实验教学设计的经验积累中,总结出坚持科学规划与准确定位两大核心原则是适应社会调查研究能力培养中的实验教学设计的必经之路。Personnel training of sociology major depends on the social investigation ability, which is the core technology, nowadays domestic research methods course in colleges and universities are facing the real challenges, such as 'islanding', 'internalization' and 'theoretical', while experimental teaching under the trend of 'dominance', 'feasibility' and 'effectiveness' to meet future opportunities. With the introduction of experimental teaching, through constantly promote the systematic, openness and expansion,to strengthen the practical link in the process of teaching, resulting in pushing the technical of research method, improving the social survey ability of students' fundamentally. Based on the large amount of experience, we concluded the scientific planning and accurate positioning the two main principles, adapt to social survey ability training, will be the path of the experimental teaching design.

关 键 词：社会学 调查研究 实验教学 

分 类 号：G642.423[文化科学—高等教育学]