基于“四个回归”的应用型本科高校教育实践探索——以《中国文化史》课程为例  

Four-returning Based Educational Practice in Application-oriented Universities——with the Course of Chinese Cultural History as an Example

作　　者：陈玲[1] 唐莉 CHEN Ling;TANG Li(Huangshan University,Huangshan Anhui 245021,China)

机构地区：[1]黄山学院

出　　处：《吉林工程技术师范学院学报》2020年第1期29-32,共4页Journal of Jilin Engineering Normal University

基　　金：安徽省教育厅教研项目(2016jyxm0979);安徽省教育厅重大教研项目(2015zdjy151);黄山学院校级科研项目(2018xhwh013)

摘　　要：在新时代的背景下,高等教育进入由"教学"到"教育"深化的新阶段。应用型本科院校探索课程建设,因地制宜的推进落实"四个回归"。以《中国文化史》课程为例,其落实的途径具体包括四个方面:回归常识,优化教学内容的设计,以文化专题为课程主体,采用温故知新的方式夯实学生的理论基础,以经典研读为课外重点,采用读书汇报的方式提升学生的思考能力。回归本分,提升教师教育的艺术,要丰富课程实践教学环节,提升教学艺术,要善于运用现代信息技术,展现科技的艺术。回归初心,突出课程思政的作用,在教学内容的选择上,关注人生观教育,在课外实践的执行中,关注价值观教育。回归梦想,突出大学的人才培养功能,以文化自信育人,以人文温暖育人。When higher education develops into a new stage from"teaching"to"education"in the new era,application-oriented universities have begun to implement the "4-returning " policy in curricular construction according to their respective characteristics. For the course of Chinese Cultural History,the following 4 specific principles are adhered to in teaching such as returning to common sense by consolidating students’ theoretical basis through reviewing the optimized topic-centered lectures and improving their thinking by way of reading reports on extra-curricular classics assignments,returning to teaching by improving the art of teaching by means of enriching practical teaching and applying modern information technology,returning to the original goal of education by way of attaching attention to the education on views of life in class and the education on values after class and returning to the dream of education by means of educating students through cultural confidence and humanistic care.

关 键 词：“四个回归” 教学内容 课堂艺术 课程思政 人才培养 

分 类 号：G64[文化科学—高等教育学]