教学创新视角下大学生合作素养培育研究  

On the Cultivation of College Students’Cooperative Literacy From the Perspective of Teaching Innovation

作　　者：张颖[1] 罗逸文 毕丹丹[1] ZHANG Ying;LUO Yi-wen;BI Dan-dan(Harbin University,Harbin 150086,China)

机构地区：[1]哈尔滨学院,黑龙江哈尔滨150086

出　　处：《哈尔滨学院学报》2023年第6期122-126,共5页Journal of Harbin University

基　　金：黑龙江省教育科学“十四五”规划2021年度重点课题,项目编号:GJB1421384;黑龙江省教育科学“十四五”规划2022年度重点课题,项目编号:GJB1422337;2021年黑龙江省高等教育教学改革项目,项目编号:SJGY20210511。

摘　　要：21世纪核心素养5C模型之合作素养的提出,对教学创新下的高校人才培养提出了更高阶的要求。合作素养研究是价值理性和工具理性的统一,是实现教育现代化主体自我觉醒的内在需要,也是实现教学理念由“单向度”向“多向度”转变的目标导向。在教学过程中,可以通过融入合作学习互动意识、创设合作学习情境、完善教师认知理论、构建PBL-CBL-TBL三轨融合教学模式、以循证教学评价为有效反馈等,多维度打造高校大学生合作素养的培育路径,实现教育发展的现代化。The proposal of cooperative literacy of the 5C model of core literacy in the 21 st century puts forward higher requirements for the cultivation of talents in colleges and universities under the teaching innovation.Cooperative literacy research is the unity of value rationality and instrumental rationality,the internal need to realize the self awakening of the subject of educational modernization,and the goal orientation to realize the transformation of teaching philosophy from“one-way”to“multi-dimensional”.In the teaching process,we can build a multi dimensional training path for college students’cooperative literacy and realize the modernization of education development by integrating the awareness of cooperative learning interaction,creating cooperative learning situations,improving teachers’cognitive theory,building a PBL-CBL-TBL three track integrated teaching mode,and taking evidence-based teaching evaluation as effective feedback.

关 键 词：合作素养 5C 教学创新 培育路径 合作学习 融合教学 循证教学 

分 类 号：G642[文化科学—高等教育学]