促对话,重探究:UBC研讨式课程的教学设计与策略分析  

Dialogue-based and Inquiry-centered:The Teaching Design and Strategies of the Seminar-style Curriculum at the University of British Columbia

作　　者：张天骄 单红霞 林荣日[1] ZHANG Tianjiao;SHAN Hongxia;LIN Rongri(Research Institute for Higher Education,Fudan University,Shanghai 200433,China;Faculty of Education,University of British Columbia,British Columbia V6T 1Z4,Canada)

机构地区：[1]复旦大学高等教育研究所,上海200433 [2]不列颠哥伦比亚大学教育学院,加拿大不列颠哥伦比亚省V6T 1Z4

出　　处：《复旦教育论坛》2021年第2期56-62,共7页Fudan Education Forum

基　　金：国家留学基金资助项目(留金选[2019]110号)。

摘　　要：课程学习是研究生教育阶段学生培养的重要环节。以加拿大不列颠哥伦比亚大学教育学院一门研究生研讨式课程作为对象,综合运用案例研究、教学观察等方法,深入剖析研讨式课程的理论基础、教学设计和实践策略。研究发现,基于对话教学观和建构主义知识观所设计的研讨式课程,有利于打破以往研究生教学中教师唱独角戏、学习者主体缺失和沉默的课堂等魔咒,形成既有教学计划又有对话自由的课堂。在具体的教学实践中,综合运用积极学习教学法,还能更好地促进学生的投入与探究性学习。这对我国研究生课程建设的政策变革和课堂教学的实践探索有一定的启示意义。Curriculum learning is an important part of the cultivation of graduate students.Taking a postgraduate seminar-style course from the Faculty of Education at the University of British Columbia in Canada as the example,the current article comprehensively used case studies,teaching observations,and other methods to deeply analyze the theoretical basis,teaching design and practical strategies of the seminar-style course.The study found that the seminar-style course designed based on the dialogue teaching and the constructivism was conducive to breaking the monotony of teacher-centered teaching and the silent classroom syndrome,and forming a classroom with both teaching plan and freedom of dialogue.The classroom was featured with inquiry-based learning and dialogues fostered activities including puzzle learning,case study,guest speakers,and team work.In specific teaching practice,the comprehensive use of teaching methods that encouraged active learning can better promote student input and inquiry learning.This would enlighten future policy reform of postgraduate curriculum construction and the practical exploration of classroom teaching in China.

关 键 词：研讨式课程 教学设计 积极学习教学法 

分 类 号：G643[文化科学—高等教育学]