文章摘要
郑应生,涂亚庆,何滔,杨辉跃,彭良涛,雷猛.“学为中心”课堂教学质量提升策略研究[J].军事高等教育研究,2023,46(1):117-120 本文二维码信息
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“学为中心”课堂教学质量提升策略研究
Research on Promotion Strategies for“Learning-Centered”Classroom Teaching
  
DOI:
中文关键词:  课堂教学  学为中心  教学共生  教学观察  教学诊断
Key Words:classroom teaching  learning-centered  quality promotion  teaching symbiosis  teaching observation  teaching diagnosis
基金项目:教学成果培育项目“军队院校本科教育学习质量评价的探索与实践”
作者单位
郑应生 陆军勤务学院教学考评中心 
涂亚庆 陆军勤务学院军事物流系 
何滔 陆军勤务学院教学考评中心 
杨辉跃 陆军勤务学院军事物流系 
彭良涛 陆军勤务学院教学考评中心 
雷猛 陆军勤务学院教学考评中心 
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中文摘要:
      课堂教学质量提升是一项持续性的系统工程,需要整体协同着力。分析了当前课堂教学中存在“学为中心”理念落地不实、教与学能力成长催生不力、教与学诊断咨询不足及教管学关系和谐不够等问题。提出课堂教学质量提升的策略,即理清教学共生互动的依存关系,强化研教促学,促进课堂教学机制由“教为中心”向“教学共生”转变;探求师生实质成长的内在动因,实化导教助学,促进教学能力培养由“以督为主”向“督导并行”转变;剖析教学过程建构的底层逻辑,深化教学观察,促进课堂评估范式从“授课考评”向“教学诊断”转变;挖掘质量持续提升的外部动力,优化教学环境,促进质量保障定位由“监控为主”向“服务为要”转变,进而持续提高课堂教学质量。
Abstract:
      Improving the quality of classroom teaching is a long-lasting project,which requires the overall concerted effort. This paper analyzes the problems existing in the present classroom teaching,such as the inaccuracy of the“Learning-centered”concept,the ineffectiveness of the development of teaching and learning ability,the inadequacy of the diagnostic consultation of teaching and learning,and the inadequacy of the harmonious relationship between teaching and learning. Some strategies are put forward to promote the quality of classroom teaching. Firstly,it is necessary to clarify the interdependent relationship between teaching and learning,and to strengthen research on teaching and learning,which promote the transformation of classroom teaching mechanism from“Teaching-centered”to“Teaching and Leaning Inter-growth”. Next,exploring the intrinsic growth motivation of teachers and students will promote the transformation of teaching ability training from“Supervision-oriented”to“Prodding and guiding in the meantime”. Furthermore,the underlying logic of teaching process construction should be analyzed,and teaching observation should be strengthened,as to promote the paradigm shift of classroom assessment from“Teaching assessment”to“Teaching diagnosis”. Finally,it is essential to provide the external power for continuous improvement of quality and to optimize the teaching environment,which will promote the shift of quality assurance orientation from“Monitoring”to“Service”,so as to continuously improve the quality of classroom teaching.
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