高职思政课“双主体—交往式”教学模式探究——以师生协同发展为导向  

Study on the Teaching Mode of “Dual Subjects—Communication” in Ideological and Political Courses in Higher Vocational Colleges——Guided by the Cooperative Development of Teachers and Students

作　　者：韩祥伟[1] HAN Xiangwei(Shandong Xiehe University, Jinan 250109, China)

机构地区：[1]山东协和学院,济南250109

出　　处：《职业技术》2018年第6期85-87,共3页Vocational Technology

基　　金：2015年山东省职业教育教学改革研究项目;项目名称:以师生协同发展为导向的高职思政课"双主体--交往式"教学模式研究(项目编号:2015305)阶段性研究成果

摘　　要：高职思政课"双主体——交往式"教学模式的核心理念是师生协同发展:即教师和学生协同发展、教师专业能力与思想道德素养协同发展、学生职业能力与思想道德素养协同发展。"双主体——交往式"教学模式的基本结构包括定向预设—交往准备、文本对话与主体互动、交往反思与主体提升三个阶段。"双主体——交往式"教学模式的实施策略主要是从教师主体探究教师"教学力"的提高;从学生主体探究学生"学习力"形成及职业能力发展。The core concept of ＂dual subjects—communication＂teaching mode in ideological and political courses in higher vocational colleges is the cooperative development of teachers and students： cooperative development between teachers and students; the cooperative development of teacher ＇professional ability and ideological and moral accomplishment; cooperative development of students＇ professional ability and ideological and moral accomplishment. The basic structure of＂dual subjects—communication＂ teaching mode includes three stages： targeted orientation-contact preparation,text dialogue and subject interaction,communication reflection and subject improvement. The implementation strategy of＂dual subjects—communication＂teaching mode is mainly to explore the improvement of teachers＇ ＂teaching ability＂from the main body of the teacher; to explore the formation of students＇ learning ability and the development of vocational ability from the main body of students.

关 键 词：师生协同 思政课 双主体——交往式 教学模式 

分 类 号：G427[文化科学—课程与教学论]