方法僭越与本质回归——慕课模式下高校思政课的教改反思  

Offside Method and Essence Regression:Reflections on College Ideological Education Reform in MOOC Mode

作　　者：穆军全[1] 邓谨[1] MU Junquan;DENG Jin(Northwest A&F University,Yangling 712100,China)

机构地区：[1]西北农林科技大学,陕西杨凌712100

出　　处：《中国农业教育》2018年第3期87-91,96,共6页China Agricultural Education

基　　金：教育部高校示范马克思主义学院和优秀教学科研团队建设项目"思想政治理论课混合式翻转课堂"(17JDSZK117);陕西省高校思想政治研究重点项目"高校思想政治理论课混合式教学模式实效性研究"(陕高教宣[2016]25号);陕西省"十三五"教育科学规划课题"高校公共课翻转课堂的教学有效性研究"(SGH16H015)

摘　　要：教学环境的变化倒逼教学改革。慕课和翻转课堂是高校回应信息化时代创新性人才培养需求而推出的重要教学方法。然而,教学改革不能仅仅以方法论成败。高校思想政治理论课教学改革中存在教师价值引领作用的弱化、课堂互动的"洋八股"化、教学手段的工具理性泛化等三种以方法僭越为特征的异化现象。高校思政课教学改革中工具理性和价值理性关系失调是产生异化现象的根本原因。文章借助哈贝马斯提出的沟通理性观念,提出合理处理教学改革中方法与本质之间的张力,沟通理性是解决异化问题的有效途径。The change of teaching environment is the reverse driving mechanism for teaching reform.The"MOOCS"and flipped classroom are the important teaching modes of colleges and universities in response to the demand of innovative talents cultivation in the information ear.However,it is not possible to judge the success or failure of teaching reform through changes in teaching methods.There are three kinds of dissimilation in the reform of ideological education in universities which are all based on teaching methods:the weakening of the leading role of instructors in value education,the foreign teaching methods and formalities in classroom interaction patterns and the instrumentally-rationalized over-popularization of teaching methods.The maladjustment of instrumental rationality and value rationality in the teaching reform is the root cause of alienation.One way to solve the problem is to draw on the communication rational concept proposed by Habermas and balance the relationships between the method and essence in the teaching reform.

关 键 词：慕课 高校思政课 异化 沟通理性 

分 类 号：G642.0[文化科学—高等教育学]