高校党课情感教学目标、策略及评价探析  

Objectives,Strategies and Evaluation of Affective Party Lecture in Higher Education

作　　者：林伟涛 LIN Weitao(School of Life Sciences,South China Normal University,Guangzhou,Guangdong,510631,P.R.China)

机构地区：[1]华南师范大学生命科学学院,广东广州510631

出　　处：《广东第二师范学院学报》2021年第4期60-67,共8页Journal of Guangdong University of Education

摘　　要：开展情感教学是解决高校党课重知识传授轻情感培养、重单向讲解轻思辨互动、重结果评价轻过程评价三个问题的有效途径之一。在以学生为中心的成果导向方法指导下,依据克拉斯伍五个情感层次目标和诺曼情感化设计三层次理论设计党课情感教学目标,提出情感化学习资源建设、情感化教学活动组织、情感化学习环境管理三个有利于党课情感教学目标达成的教学策略。同时,通过观察学生心理变化内部过程和外显行为变化过程相结合的方式开展党课情感教学评价。Affective teaching is one of the effective ways to solve the three main problems in the party course in higher education,i.e.emphasizing knowledge cognition instead of emotional cultivation,emphasizing education impartation instead of speculative thinking,emphasizing result evaluation instead of process evaluation.Under the guidance of student-centered outcomes-oriented method,the affective teaching objectives of the Party lecture are designed according to Krathwohl's five affective levels and Norman's three-level theory of affective design.This paper puts forward three teaching strategies,namely,the construction of affective learning resources,the organization of affective teaching activities,and the management of affective learning environment,which are conducive to the realization of the affective teaching objectives of the Party lecture.Meanwhile,it also discusses how to evaluate the affective teaching procedure of the Party lecture by observing the internal process of students'psychological change and the process of their explicit behavior change.

关 键 词：党课 情感教学 教学策略 教学评价 

分 类 号：G641[文化科学—高等教育学] G642.0[文化科学—教育学]