服务学习视阈下农科高校实践育人长效机制构建  

Construction of a Long-term Mechanism of Social Practice Education in the Perspective of Service Learning in Agricultural Universities

作　　者：陈晶晶[1] 何云峰[1] 

机构地区：[1]山西农业大学公共管理学院,山西太谷030801

出　　处：《山西高等学校社会科学学报》2015年第4期101-104,共4页Social Sciences Journal of Universities in Shanxi

基　　金：山西省高等学校教学改革项目(J2012031);山西省教育科学"十二五"规划项目(GH12015)阶段性研究成果

摘　　要：服务学习主张将社区服务与课程学习相整合,它具有课程的服务性、参与的主动性、服务的持续性和过程的反思性四个特点。服务学习理论对农科高校实践育人工作具有重要的借鉴意义,在服务学习视阈下应努力构建农科高校实践育人的四大长效机制:建立课堂教学与实践活动的整合机制;建立以确立学生主体地位为本的目标机制;建立健全的实践育人四级管理机制;建立"三维一体"实践育人考评与反馈机制。Service learuing advocates the combination of community service and course learning,which possesses four characteristics including service of courses, initiative of participation, sustainability of service, and reflection of process. Serv- ice learning has important reference meaning for social practice education of agricultural universities. Therefore, four long- term mechanisms of social practice education in the perspective of service learning should be constructed in agricultural uni- versities. They are ： construction of integration mechanism of course learning and practice, construction of goal mechanism of students＇ subject status, construction of four levels of wholespme management mechanism of social practice education, and construction of assessment and feedback mechanism for trinity social practice education.

关 键 词：服务学习 农科高校 实践育人 长效机制构建 

分 类 号：G649.2[文化科学—高等教育学]