后设认知与大学历史选读课教学改革  

Meta-cognitive and Reform of Selected Readings for University History

作　　者：董春林[1] 赵双叶[2] DONG Chun- lin ZHAO Shuang- ye(Department of History and Tourism Higher Education Institute,Chengdu Normal University,Chengdu 611130,China)

机构地区：[1]成都师范学院史地与旅游系,成都611130 [2]成都师范学院高教研究所,成都611130

出　　处：《渭南师范学院学报》2016年第22期20-24,共5页Journal of Weinan Normal University

基　　金：成都师范学院教学改革项目:大学历史学选读课教学策略研究(2015JG23)

摘　　要：大学历史选读课长期以来因为课程内容枯燥而挫伤学生的学习热情,传统灌输式授课模式也致使这类课程知识讲解不能让学生真正吸收。后设认知知识与后设认知经验理论的融入,不仅勾画了历史选读课课堂设计时对学生认知基础的接受,并且充分考虑到课后学生对知识自查、自测,融入信息反馈机制,将培养学生的后设认知能力作为教师要务。这样融入后设认知理论的教学改革策略,一定程度上提升了学生对该课程的认识,提高了教学质量。Over the years,the readings for university history lessons have dampened the university students ’ enthusiasm because the boring course content. The traditional cramming teaching mode makes the students distract the interests for what they have learned. Integration of meta-cognitive knowledge and meta-cognitive theory depicts the conception of the classroom design for history course and the cognitive basis of university students, moreover,it fully takes the after-school student feedback mechanism for knowl-edge of self-examination into account,such as self -test,integrate information. The teaching reforn with the integration of meta-cognitive ,to a certain extent,will improve the students＇ understanding of the course and the teaching quality.

关 键 词：大学 历史学 后设认知 教学改革 

分 类 号：G642[文化科学—高等教育学]