回归对话与生长:大学课堂不再沉闷的追问与实现路径  

Return to Dialogue and Growth:The Pursuit and Realization of a Non-monotonous University Class

作　　者：钱军平[1] 

机构地区：[1]长江师范学院教师教学发展中心,教师教育学院

出　　处：《教师教育学报》2015年第1期71-77,共7页Journal of Teacher Education

基　　金：教育部人文社会科学研究项目“非中心城市普通本科院校特色发展与教育质量保障研究——基于生源差异及成功学的视角”(12YJC880079),项目负责人:钱军平;重庆市高等教育教学改革重大项目“重庆市高等学校办学定位与特色发展研究——基于地处非中心城市普通本科院校发展的视角”(111009),项目负责人:李林

摘　　要：传统的大学课堂,承袭教师独白式的讲授而缺乏师生之间的对话和有效交流,承袭章节体例的教材讲解而缺乏师生基于阅读和辩论的共同成长,日渐缺失教学的本真意义.虑及学生原有的知识结构、成长环境、情感阅历、生活体验等差异,赋予知识以生活气息与情景意义,在知识与现实生活情景的关联中,引导学生实现知、情、意、行的习得与迁移,成为大学课堂回归本真和实现有效教学的必由之路.In the traditional university classroom,the traditional monologue teaching is kept and there is a lack of dialogue and effective communication between teachers and students.And with the teach-ing by way of chapter-by-chapter textbook explanation,a joint development based on mutual reading and debating is expected and the real significance of teaching is missing.Considering the difference in student’s knowledge structure,living environment,emotional experience,and their life,to turn the university class back to what it should be and the effective teaching,it is necessary to add living vitali-ty of life and situational significance to learning,and guiding students acquisition of knowledge,emo-tion,will and action in the interaction between knowledge and living settings.

关 键 词：大学 课堂教学改革 回归对话 共同成长 有效教学 

分 类 号：G642.0[文化科学—高等教育学] G642.421[文化科学—教育学]