学问思辨行悟：古法新用的人文社会学科教学模式实证研究  

Learning, Asking, Thinking, Debating, Acting and Enlightening: New Teaching Model of Humanities and Social Sciences from Ancient Time

作　　者：李兴军[1] 刘秀岩[1] 孙建华[1] LI Xingjun;LIU Xiuyan;SUN Jianhua

机构地区：[1]黑龙江八一农垦大学人文社会科学学院

出　　处：《现代教育论丛》2020年第1期29-38,共10页Modern Education Review

基　　金：黑龙江省高等教育教学改革项目立项课题“以‘龙江陆海丝绸之路经济带’建设为导向的高等农业院校文科专业人才培养模式创新研究”(项目编号：SJGY20170448)的研究成果之一

摘　　要："学、问、思、辨、行、悟"教学模式是一种对传统单向教学模式革新后的新型双向互动教学模式。该教学模式以人本主义的"学生中心论"为教学理念,对教学时间与空间进行重构,将教师、学生、学习内容以及学习媒介进行有机整合,强化外在情境的条件刺激,诱发大学生的条件反应和顿悟,从而促进大学生新认知结构的建构。实证调研和数据分析表明,"学、问、思、辨、行、悟"教学模式的整体满意度非常高,可明显改善人文社会学科大学生的学习效果,特别是对人文社会学科大学生的思辨能力、表达能力以及写作能力的培养效果显著。"Learning, Asking, Thinking, Debating, Acting and Enlightening " is a new two-way interactive teaching model after reforming the traditional one-way teaching model. Based on the "student-centered" teaching concept, the integration of teachers, students, learning content and learning media beyond time and space promotes the construction of new cognitive structure for college students by intensifying external stimulation and inducing college students’ conditional responses and insights. Empirical research and data analysis show that the satisfaction of the teaching model of " Learning, Asking, Thinking, Debating, Acting and Enlightening " is very high, which can significantly improve the learning effect of students in the humanities and social sciences, especially their critical thinking, expression and writing.

关 键 词：教学模式 认知结构 人文社会学科 学习效果 

分 类 号：G424.1[文化科学—课程与教学论]