论教育学类课程问题驱动教学模式  

On Problem Driven Teaching Model of Pedagogy Curriculum

作　　者：程广文 单蓓蕾 CHENG Guangwen;SHAN Beilei(School of Education Science,Taizhou University,Taizhou Jiangsu 225300,China)

机构地区：[1]泰州学院教育科学学院,江苏泰州225300

出　　处：《泉州师范学院学报》2024年第3期70-77,93,共9页Journal of Quanzhou Normal University

基　　金：江苏高校哲学社会科学研究项目(2023SJYB2264);泰州学院校级教育教学改革研究课题(2022年度)。

摘　　要：对师范专业大学生来说,教育学类课程具有专业入门与否的高度相关。但这仅是形式意义上的结论。一个专业人员的专业程度,其重要表现,除了专业的技术、方法外,就是他的专业思维水平。当今的教育学类课程的教学,无论其现代技术加持到何种程度,总体表现无论其现代技术加持到何种成度,仍在缺乏专业思维的理论与实践之间摇摆。思维,总为一种问题、疑虑、困惑等认知窘境所驱动;专业思维,则表现在专业问题链上,没有问题链,仅就一个孤立问题,是难以看出思考者的专业性高低的。因此,就教育学类课程提出问题驱动教学模式改革具有现实意义和教育学意义。依据课程要素论,将教育学类课程的问题驱动教学模式分解为“概念类”和“情境类”2种,并以例示范,以期启发。For college students majoring in teacher education,education courses have a high degree of professional entry or not.But this is only in a formal sense.Whether a staff is professional or not depends not only on his professional skills and methods,but also on his level of professional thinking.The teaching of today’s educational courses,regardless of the degree to which modern technology is applied,still shows a lack of professional thinking between theory and practice.Thinking is always driven by cognitive dilemmas such as problems,doubts,and confusion;professional thinking is manifested in the chain of professional problems.Without a problem chain,it is difficult to determine the level of professionalism of a thinker by focusing solely on an isolated problem.Therefore,proposing a problem driven teaching model reform for educational courses has practical and educational significance.Based on the theory of curriculum elements,the problem driven teaching mode of educational courses is decomposed into two types:“conceptual”and“situational”,and demonstrated with examples to inspire.

关 键 词：教育学类课程 问题驱动教学模式 课程要素 概念类 情境类 

分 类 号：G420[文化科学—课程与教学论]