| 刘伟,戴洪德,吕德坤.“角色承担” 驱动能力生成：“助理教员”课堂教学模式构建与实证研究[J].军事高等教育研究,2026,49(2):94-101 |
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| “角色承担” 驱动能力生成：“助理教员”课堂教学模式构建与实证研究 |
| “Role Assumption”Drives Ability Generation：Construction and Empirical Research of“Assistant Teacher”Classroom Teaching Model |
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| DOI：10.3969/j.issn.2097-4043.2026.02.014 |
| 中文关键词: 学员中心 能力生成 助理教员 角色承担 教学模式 |
| Key Words:student-centered competency generation assistant instructor role assumption teaching mode |
| 基金项目:2025年山东省本科教学改革研究重点项目（Z2025690）；2024年山东省本科教学改革研究重点项目（Z2024446） |
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| 中文摘要: |
| 针对学员学习主体性不足与能力生成受限的问题，研究基于“学员中心”理念，构建了以“角色承担”为核心的“助理教员”教学模式。该模式系统设计了模块化任务、问题导向备课、双师协同授课、结构化教学反思及发展性评价等关键环节，通过责任内化、知识建构、心理赋能三大核心机制的协同运作，将传统的“知识传授”课堂转变为一个能够激发学员学习主体性、促进其高阶能力生成的深度学习微生态。通过平行班次对照实验，结合考试成绩统计与教学反思文本分析，研究对教学效果进行了实证检验。研究结果表明，该模式有效提升了学员的课堂参与度，促进了学员自主学习能力发展与自我效能感增强，为课堂教学模式创新提供了可推广的实践路径。 |
| Abstract: |
| In response to the problems of insufficient learner subjectivity and the constrained generation of learners’ability，this study，based on the“learner-centered”concept，constructs an“assistant instructor”teaching model with“role assumption”at its core. This model systematically designs key links such as modular tasks，problem-oriented lesson preparation，dual-instructor collaborative teaching，structured teaching reflection，and developmental evaluation. Through the coordinated operation of three core mechanisms—responsibility internalization，knowledge construction，and psychological empowerment —it transforms the traditional“knowledge transmission”classroom into a deep learning micro-ecosystem that can stimulate learner subjectivity and promote the generation of high-order abilities. Through a parallel-class controlled experiment，combined with the statistical analysis of examination scores and the analysis of teaching reflection texts，the teaching effect was empirically verified. The research results show that this model effectively enhances students’classroom participation，promotes the development of their autonomous learning ability and the improvement of their self-efficacy. This provides a replicable practical path for the innovation of classroom teaching models. |
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