实效性视域下思政课“主体间性”教学模式研究——以中国近现代史纲要课程为例  

In version of effectiveness study of ideological and political education's Intersubjective teaching mode:taking Conspectus of Chinese Modern History for example

作　　者：冯秀芹[1] 王忠春[1] 薛峰[1] 

机构地区：[1]山东科技大学马克思主义学院,山东青岛266590

出　　处：《教学研究》2016年第4期84-87,104,共5页Research in Teaching

基　　金：山东省高校思想政治理论课招标课题(鲁高工委通字[2014]82号);山东科技大学教学研究项目(QX2013347)

摘　　要：与传统教学模式相比,以"主体间性"哲学思想为理论渊源的"主体间性"教学模式的突出特征是建立在教育者与受教育者民主平等基础上的主动对话和交往合作。"主体间性"教学模式对教学活动各环节提出了更高的要求:深入研究学情,尊重学生诉求是前提;将教材体系转化为教学体系进而转化为学生的知识、能力、情感体系和信仰体系是核心;充分体现师生交互主体地位的教学方式方法是主要内容;凸显学生的主体地位和个性差异的教学评价方式是保障。为确保这一教学模式的实效性,还必须遵循以学生发展为本的原则,广泛发动、激励参与的原则,尊重差异、分类引导的原则。Compared with the traditional teaching mode,the prominent feature of intersubjective teaching mode based on in- tersubjectivity philosophical ideas is active dialogue and cooperation the basis on equality between educator and educatee.The in- tersubjective teaching mode makes higher requests for every teaching steps.Making further research in students＇situation and re- specting their demands are premise of teaching; translating teaching material system into teaching system, furthermore Translating teaching system into the students＇ knowledge ,ability ,emotion and belief are core of teaching;the methods of teaching which re- flect enough interaction between teacher and student are major elements of teaching; Teaching evaluation methods which project students＇ predominant status and personality differences are guarantee of teaching.In order to insure the effectiveness of teaching mode ,principles that is students＇ development-oriented,extensively mobilizing and encouraging to involve ,respecting differences and classified guidance, must been abided by.

关 键 词：主体间性 民主平等 对话合作 教学实效 

分 类 号：G642.4[文化科学—高等教育学]