BOPPPS模式下公共“教育学”课程思政的价值生成  

A Study on the Value Identification of Public “Pedagogy” Curriculum Under BOPPPS Model

作　　者：张成林[1] 曾俊豪 Zhang Cheng-lin;Zeng Jun-hao(School of Teacher Education,Shaoguan University,Shaoguan 512005,Guangdong;Department of Education,Guangxi Normal University,Guilin 541004,Guangxi,China)

机构地区：[1]韶关学院教师教育学院,广东韶关512005 [2]广西师范大学教育学部,广西桂林541004

出　　处：《韶关学院学报》2022年第5期11-17,共7页Journal of Shaoguan University

基　　金：韶关学院教育教学改革项目“新师范视域下公共《教育学》‘BOPPPS’的教学改革与实践探索”(SYJY20201247);韶关学院课程思政建设项目“公共‘教育学’课程思政的模块化教学改革与实践探索”(60);韶关学院人文社会科学研究项目“课程思政建设下粤北大学生价值内化与德育内生研究”(SZ2021SK02)。

摘　　要：公共“教育学”课程思政的价值意蕴包括导引价值、转化价值和内生价值。公共“教育学”课程思政过程中出现了课程定位的模糊、教师认知的紊乱、教学过程的偏移、教学评价的失真等价值危机。BOPPPS教学模式与传统课堂教学设计的本质区别是具有明确教学目标、学生学习主体、内容以及程度的作用,完善以考试为主的传统教学评价体系。由此,BOPPPS模式下公共“教育学”课程思政从课程定位的精确、教师认知的厘清、教学过程的回归、教学评价的增效等维度进行价值生成。The ideological and political values of public“pedagogy”include guiding value, transforming value and endogenous value. In the ideological and political process of the public“pedagogy”course, there appear some value crises, such as the ambiguity of course orientation, the disorder of teachers’ cognition, the deviation of teaching process and the distortion of teaching evaluation. The essential difference between BOPPPS teaching mode and traditional classroom teaching design is that it has the function of clarifying teaching objectives, students’ learning subjects, content and degree, and improving the traditional teaching evaluation system based on examination.Therefrom, under the BOPPPS model, the ideology and politics curriculum of public“pedagogy” generates value from the following dimensions, such as the accuracy of curriculum positioning, the clarification of teachers’ cognition,the regression of teaching process, and the enhancement of teaching evaluation.

关 键 词：BOPPPS 课程思政 价值危机 价值认同 

分 类 号：G641[文化科学—高等教育学]