试论高校创业教育教学模式的五个侧面——基于赞可夫发展性教学理论的思考  

Five Aspects of Universities Entrepreneurship Education Teaching Mode——Thinking Based on Chan Korsakov's Developmental Teaching Theory

作　　者：李春琴[1] 

机构地区：[1]通化师范学院教育科学学院,吉林通化134002

出　　处：《通化师范学院学报》2015年第7期138-141,共4页Journal of Tonghua Normal University

基　　金：教育部人文社会科学规划项目"高校创业教育质量提升模式研究"(13YJA880036);2014年度吉林省教育科学"十二五"规划课题"大学生创业教育模式的创新研究"(GH14396);吉林省教育厅"十二五"社会科学研究项目"地方高师院校创业教育课程体系构建行动研究"(吉教科文合字[2012]第287号)

摘　　要：基于赞可夫发展性教学理论中对于教学观念、教学目标、教学策略以及师生观等具体主张,高校在实施大学生创业教育教学时可以围绕五个具体方面展开教学模式的完善与建构:第一,遵循适应社会需要和校本特色的教学发展观念导向;第二,诉诸整全的创业品质和可持续的创业能力的教学目标取向;第三,奉行"一二一"的教学活动程序;第四,建设多维度的教学实现条件;第五,开展统一、灵活、差异性的教学评价。Based on specific viewpoints of Chan Korsakov＇s developmental teaching theory for teaching idea, teaching goal, teaching strategies, and the teacher-student view, in the implementation of university students＇ entrepreneurship education teaching the universities can perfect and construct the teaching mode from five specific aspects： firstly, following teaching development concept guiding to adapt to the social needs and school-based characteristics; Secondly, resorting to teaching goal orientation of the holistic entrepreneurship quality and sustainable entrepreneurial ability;Thirdly, adhering to the＂121＂teaching program; Fourthly, building the multidimensional teaching implementation conditions; Fifthly, developing unitive, flexible difference teaching evaluation.

关 键 词：发展性教学 整全 可持续 一二一 多维度 差异性 the 121 

分 类 号：G650[文化科学—教育学]