通识教育中热点话题讨论课的选题原则、组织策略与教学评价  

Add to Favorite Get Latest Update The Principles of Topic Selection,Organizing Strategy and Assessment for Hot Topic Seminar in College General Education

作　　者：杜震宇[1] DU Zhen-yu(School of Life Sciences,East China Normal University,Shanghai,200241,China)

机构地区：[1]华东师范大学生命科学学院,上海200241

出　　处：《高等理科教育》2023年第3期71-76,共6页Higher Education of Sciences

基　　金：教育部课程思政示范课程建设项目;上海市教育委员会课程思政领航计划(课程思政领航学院——华东师大生命科学学院)。

摘　　要：热点话题讨论课是显著体现通识教育特色的教学模式之一,但至今尚未形成规范的教学模式和流程。文章从理科通识课程的实际操作角度出发,提出“争议性、知识性、拓展性、典型性、敏感性”5个热点话题选题原则,总结了“确定重点、储备知识、设定模块、选择策略、预演情境”5个课前准备环节,归纳了“问答讨论、集体讨论、分组讨论、答辩讨论”4种现场讨论模式,并介绍了“讨论质量评价、文字总结评价和答辩考核评价”3种针对热点话题讨论课的教学评价方法。由此,文章构建了一个较为完整的通识教育热点话题讨论课的教学组织和实施模式。By thoroughly discussing social hot topics in students,the hot topic seminar could proceed students to mobilize multidisciplinary knowledge and train high-order thinking.However,the normative teaching methods have not been established in the practical teaching for hot topic seminar.The present study brings five principles for topic selection,including controversiality,knowledge,extension,typicalness,sensibility.This paper also concludes five teaching preparing steps,including core determination,knowledge accumulation,module design,strategy selection and situation preview,and four organizing strategy,including QA,group seminar,subgroup seminar and defensing seminar.Finally,this paper introduces three assessment methods for the hot topic seminar,including discussing quality assessment,written summary assessment and defensing assessment.All in together,the present study establishes a systemic teaching protocol for the practical teaching.

关 键 词：通识教育 热点话题讨论课 选题原则 组织策略 教学评价 

分 类 号：G642􀆰[文化科学—高等教育学]