大学研讨式教学的内涵与缺陷  

The Connotation and Defect of University Study-discussion Teaching Pattern

作　　者：周克江[1] 罗琴[1] 黄悦[1] 姜华[1] 廖瑞华[1] 

机构地区：[1]湖南第一师范学院,湖南长沙410205

出　　处：《湖南第一师范学院学报》2015年第5期56-60,共5页Journal of Hunan First Normal University

基　　金：湖南第一师范学院重点建设学科--"教育技术学"学科项目(湘一师院字[2011]61号);2013年湖南省教育厅科学研究项目(13C145);2015年湖南省教育科学规划重点课题(XJK015AGD005);2014年湖南省教育厅科研项目(14C0242)

摘　　要：研讨式教学作为大学改革课堂现行传递接受教学模式,体现了现代教学理念,是实现学生能力培养的一种新型教学方式。但它存在着关注学生"主体地位"和教师"所需知识"上的不足、对学生创新能力的可持续发展培养不不够、课堂教学评价机制不健全等缺陷,研讨式教学需要进一步的技术改造和机制健全。As a kind of new college＇s teaching way for reforming the traditional teaching model of transmission-acceptance , embodying the modern teaching idea, and cultivating the ability of students, the study-discuss teaching pattern has been paid great attention to in higher education in China. However, there exist some defects, such as the lack of attention to the students＇ subject position and teachers＇ knowledge, the insufficiency of students＇ cultivation of sustainable development of innovative ability, and the unfit classroom teaching evaluation mechanism, etc. These research results provide certain theory basis for technical transformation and mechanism perfection of the study-discussion teaching pattern.

关 键 词：研讨式教学 缺陷分析 创新能力 教学评价 

分 类 号：G642.0[文化科学—高等教育学]