探究式教学模式在应用型本科课程中的教学组织  

Teaching organization of inquiry-based teaching model in applied undergraduate courses

作　　者：彭磊[1] 郑晗[1] 蔡嘉虹 PENG Lei;ZHENG Han;CAI Jia-hong(Logistics College,Zhuhai Branch,Beijing Normal University,Zhuhai 519080,China)

机构地区：[1]北京师范大学珠海分校物流学院

出　　处：《黑龙江科学》2019年第19期10-11,共2页Heilongjiang Science

基　　金：广东省教育教学改革项目“应用型本科物流管理专业学生实践能力的培养”阶段成果之一(2018315)

摘　　要：概述了探究式教学模式的内涵,从创设情境、启发思考、自主/小组探究、协作交流、总结提高等五方面入手,阐述了探究式教学模式的教学环节,提出探究式教学模式的教学组织应该实现两个转变,即教师变讲授知识为引导组织,学生变接受知识为主动求知。从软件操作及实物操作的平衡和选择、考核方式配合等两方面进行了教学反思,以期更好地调动学生积极性,培养独立自主的应用型本科人才。It summarizes the connotation of inquiry teaching mode,expounds the teaching links of inquiry teaching mode from five aspects:creating situation,inspiring thinking,independent/group inquiry,collaborative communication,summarizing and improving,and puts forward that the teaching organization of inquiry teaching mode should realize two transformations,that is,teachers should change their teaching knowledge into teaching knowledge.To guide the organization,students should change their acceptance of knowledge into active knowledge seeking.To better mobilize students’enthusiasm and cultivate independent application-oriented undergraduate talents,teaching reflection is carried out from the aspects of balance and selection of software operation and physical operation,and coordination of assessment methods.

关 键 词：探究式教学模式 应用型本科课程 教学组织 

分 类 号：G642.4[文化科学—高等教育学]