基于五位视角的高职课堂教学诊断与改进体系构建  

Construction of Diagnosis and Improvement System of Classroom Teaching in Higher Vocational Colleges Based on Five Perspectives

作　　者：吕路平[1] 童国通[2] 

机构地区：[1]杭州职业技术学院 [2]杭州职业技术学院教务处

出　　处：《职业技术教育》2017年第20期51-55,共5页Vocational and Technical Education

基　　金：2017年度浙江省教育科学规划课题<基于五位视角的高职课堂教学诊断与改进体系的研究与实践>(2017SCG031);主持人:吕路平;2016年度浙江省高等教育教学改革研究项目"教学工作诊断与改进之专业建设质量保证体系构建与实践"(kg20160302);主持人:童国通;2015年度浙江省高等教育课堂教学改革研究项目"工学交替的导师制课堂教学改革--以<典型精细化学品小试技术>为例"(kg2015694);主持人:吕路平

摘　　要：课堂教学诊断与改进是从反面寻找科学的教学与学习方法,减少教与学的盲目性,增强自觉性,提高教与学的效率,达到优化课堂教学、实现有效课堂教学的目的。目前高职课堂教学诊断与改进体系存在诊断标准缺失,具体实践性案例缺乏,"教学评价"与"教学诊改"相混淆等问题。以高职课堂教学为载体,对教学评价和教学诊改进行比较研究,从五位视角对其进行诊断,设计出可操作的课堂教学诊断量表并通过具体案例加以实践改进,以达成有效的课堂教学。Classroom teaching diagnosis and improvement is a strategy to acquire scientific methods of teaching and learning from the opposite side, which can depress the blindness and enhance the consciousness of teaching and learning. Classroom teaching diagnosis makes teach in accordance with the rules of teaching activities, improve the efficiency of teaching and learning. However, some problems such as lack of diagnostic criteria and specific practical cases, confusion between ＂classroom teaching evaluation＂ and ＂classroom teaching diagnosis＂, exist in the diagnosis and improvement of classroom teaching in higher vocational education. Comparative study of the teaching evaluation and diagnosis was carried out based on the classroom teaching of higher vocational education, which was diagnosed from five perspectives. A scale of classroom teaching diagnosis was designed to improve the efficiency of classroom teaching.

关 键 词：高职院校 五位视角 课堂教学 教学诊断与改进 

分 类 号：G718.5[文化科学—职业技术教育学]