项目教学法在高校文科类课程中的运用瓶颈与攻克理路  

The Bottleneck and Breakthrough of Project-based Teaching Method in Liberal Arts Courses in Universities

作　　者：吕丽娜[1] 杨雅南[1] LYU Lina;YANG Ya'nan(School of Public Finance and Administration,Hubei University of Economics Wuhan,Hubei 430205)

机构地区：[1]湖北经济学院财政与公共管理学院,湖北武汉430205

出　　处：《科教导刊》2024年第18期82-85,共4页The Guide Of Science & Education

基　　金：湖北省教育厅2022年度科学研究计划项目“问题导向学习视域下地方高校本科生科学推理和论证能力培养路径研究”(B2022142)。

摘　　要：为促进新文科建设,文章采用访谈法对高校文科类课程的项目教学展开调查。研究发现,高校文科类课程项目教学的内容、形式和评价方式呈现出多样化特征,学生对其效果的认识存在分歧;其实践中面临递增的课业压力与有限的课余时间之间、粗糙的教学设计与系统的教学目标之间、团队意识的形塑与“搭便车”行为之间、教师干预引导与学生自主学习之间,以及团队学习与个人学习效率之间的多重矛盾。教师需要处理好传承与创新、数量与质量、评价机制繁与简、收手与放手,以及单项突破与系统推进的关系。In order to promote the construction of new liberal arts,this paper uses the interview method to study the application of Project-based Learning in liberal arts courses in colleges and universities.The research founds that the teaching contents,teaching forms and evaluation methods of Project-based Learning present diversified characteristics.Students differ in their understanding of its effects.There are some bottlenecks to be broken,which include the contradiction between the increasing pressure of schoolwork and the limited spare time,the gap between the rough teaching design and the systematic teaching goal,the conflict between the formation of team consciousness and the"free-riding"speculation,the conflict between the teacher's intervention and the students'independent learning,and the discord between the team learning and the individual learning efficiency.Teachers should properly handle the relationship between inheritance and innovation,quality and quantity,complexity and simplicity of evaluation mechanism,receiving and releasing,and individual breakthroughs and system advancement.

关 键 词：高等院校 文科课程 项目教学 

分 类 号：G642[文化科学—高等教育学]