过程取向与自主建构:美国高校顶石课程形态

发布时间：2018-03-11 19:31

本文选题：过程取向　切入点：自主建构　出处：《中国高教研究》2017年03期 　论文类型：期刊论文

【摘要】：顶石课程遵循了人本主义教学论、建构主义教学论,呈现出学生对知识获取的过程取向与自主建构特征,对提高美国本科教学水平和人才培养质量发挥了积极作用。顶石课程在实践创新型人才培养目标的过程中,课程形态集中体现为:课程目标实践"全人教育"思想,注重对学生全面培养;课程设置体现人性化和学生自主性,表现个性化人才培养观;课程授课坚持科学探索,培养学生反思、批判性思维;课程学习凸显协作、竞争,并强调教师的引导与支撑作用,保障学生学习效果;课程评价注重全程化、多元性,力求客观全面。美国高校顶石课程的有益经验值得我国高等教育人才培养学习并借鉴。
[Abstract]:The curriculum of top stone follows humanism teaching theory and constructivism teaching theory, which shows the process orientation of students' acquisition of knowledge and the characteristics of independent construction. It plays an active role in improving American undergraduate teaching level and talent training quality. In the process of practicing innovative talent training goal, the curriculum form embodies as follows: curriculum goal practice the idea of "whole person education". Pay attention to the all-round cultivation of students; the curriculum design embodies humanization and autonomy of students, and the individualized talent training view; the curriculum teaching insists on scientific exploration, trains students' reflection, critical thinking; curriculum learning highlights cooperation and competition, It also emphasizes the guiding and supporting role of teachers to ensure the students' learning effect, and the curriculum evaluation pays attention to the whole process, pluralism and objective and comprehensive. The beneficial experience of the top stone curriculum in American universities is worthy of our country's higher education talents training and learning.
【作者单位】：西北工业大学机电学院;西北工业大学党委组织部;西北工业大学;
【基金】：教育部委托课题“中国高等教育教材建设回顾(2005—2015)”(教高厅函[2016]88号文09号) 陕西省教育科学“十三五”规划2016年度课题项目“学生创新能力培养中实践教育资源效能集成及机制创新研究”(SGH16H012) 西北工业大学教育教学改革研究项目“基于任务驱动体验式教学模式的研究型大学顶石课程研究与探索”(JG1625)的研究成果
【分类号】：G642.3

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