回归知识本身:本科教学质量提升的教学论基础  

Back to Knowledge:A Discussion on the Pedagogic Basis of Promoting Teaching Quality for Undergraduates

作　　者：罗建河 Luo Jian-he(The College of Education Science South-Central Minzu University,Wuhan 430074,Hubei)

机构地区：[1]中南民族大学教育学院,湖北武汉430074

出　　处：《新疆教育学院学报》2021年第2期5-10,共6页Journal of Xinjiang Education Institute

基　　金：中南民族大学课程改革专题研究项目“《教育概论》课程模块化教学改革”(19KGZX03)阶段性成果之一。

摘　　要：在高校本科教学改革中,高校教师往往倾向于从“教学法的知识”上着手和用力,而忽视“学科知识”这一维度,导致学科知识本身的魅力和可教性未能得以展现。文章关注“学科知识的教学法”维度,提出高校教师应回归知识本身,重构高校教师的教学论,通过学科知识教学,促进本科教学质量提升。In the teaching reform of universities,some teachers tend to attach importance to the methodology reform but ignore the importance of subject knowledge,which leads to the dilemma that teachers have difficulty in showing the charm and teachability of subject knowledge fully in class.One of the key measures to improve the teaching quality of undergraduate is to concentrate on the pedagogical dimension of subject knowl-edge and the reconstruction of the teachers’methodology.

关 键 词：教学法知识 内容知识的教学法 教学内容知识 

分 类 号：C642[社会学]