“金师”-“金课”-“深度学习”:大学课堂质量生成的内在机理与实践逻辑  

"Golden Teacher"-"Golden Course"-"Deep Learning":The Internal Mechanism and Practice Logic of College Classroom Teaching Quality Generation

作　　者：崔振成[1] 杨子怡 CUI Zhen-cheng;YANG Zi-yi(Henan Normal University,Xinxiang 453007,China)

机构地区：[1]河南师范大学,河南新乡453007

出　　处：《黑龙江高教研究》2024年第9期22-28,共7页Heilongjiang Researches on Higher Education

基　　金：河南省高等教育教学改革研究与实践项目(编号:2021SJGLX097)。

摘　　要：构建高质量高等教育体系已经成为新阶段高等教育改革的价值基石,聚焦微观层面的大学课堂质量是内涵处用力的关键抓手。大学课堂质量的生成遵循高质量教师(金师)-高质量课堂(金课)-高质量学习生态(深度学习)-高质量人才培养的发生学链条。由“金师”到“金课”再到“深度学习”就成为建设大学高质量课堂进而构建高质量高等教育体系的内在机理与实践逻辑。“金师”之难、“金课”之困、“深度学习”之稀缺正在引发大学课堂质量挺拔之链断裂的风险,滋生深层次质量隐忧。需要重塑以质量为导向的大学课堂实践逻辑:起于“金师”锻造、经由“金课”打造、激发“深度学习”、达至高质量课堂,促发整个链条的全要素提质和关联性互动。Building a high-quality higher education system has become the value cornerstone of the new stage of higher education reform,and focusing on the quality of university classrooms at the micro level is a key lever to strengthen the connotation.The generation of university classroom quality follows the genetic chain of high-quality teachers(golden teacher)-high-quality classrooms(golden course)-high-quality learning ecology(deep learning)-high-quality talent cultivation.The transition from"golden teacher"to"golden course"to"deep learning"has become the internal mechanism and practical logic for building high-quality classrooms in universities and subsequently building a high-quality higher education system.However,the difficulty of being a"golden teacher",the dfficulty of"golden courses",and the scarcity of"deep learning"are causing the risk of breaking the chain of high-quality university classrooms,breeding deep-seated quality concerns.We need to reshape the quality oriented practical logic of university clasrooms:starting from the forging of"golden teachers",creating hrough"golden courses",stimulating"deep learming,and achieving high-quality classrooms,promoting the improvement of all elements and related interactions throughout the entire chain.

关 键 词：高质量 金师 金课 深度学习 

分 类 号：G642[文化科学—高等教育学]