应用型本科院校课堂教学现状认知差异研究  

A Research on the Cognitive Differences of Current Situation of Classroom Teaching in Application-oriented Undergraduate Universities

作　　者：沈丽丽[1] 柳友荣[1] SHEN Lili;LIU Yourong(School of Music and Education, Chizhou University, Chizhou 247000, China)

机构地区：[1]池州学院音乐与教育学院

出　　处：《沈阳大学学报（社会科学版）》2019年第3期293-297,共5页Journal of Shenyang University:Social Science

基　　金：国家社会科学基金资助项目(13BGL126)

摘　　要：以应用型本科院校为调查对象,研究不同主体对课堂教学现状的认知差异。结果显示:不同地域、不同职称的被试对课堂教学现状的认知不存在显著差异;不同职务、不同类型学校的被试对课堂教学现状的认知存在显著差异。提出促进应用型本科院校课堂教学改革的措施建议:兼顾各类院校转型发展的不同诉求,调动教师参与教学改革的积极性,完善政策制定者课堂教学改革工作思路,加强对师范类院校转型发展的推进。Applying undergraduate universities as the survey object, it studies the cognitive differences among different subjects on the current situation of classroom teaching.The results show that:there is no significant difference in the cognition of classroom teaching status in the participants of different regions and different professional titles;there are significant differences in different positions and schools of different types.It proposes measures to promote classroom teaching reform in application-oriented undergraduate universities:taking into account the different demands of the transformation and development of various institutions, mobilizing the enthusiasm of teachers to participate in teaching reform, improving the work ideas of policy makers in classroom teaching reform, and strengthening the promotion of the transformation and development of teachers colleges.

关 键 词：应用型 本科院校 课堂教学 认知差异 

分 类 号：G642.1[文化科学—高等教育学]