本文關鍵詞：高校課堂教學中學生經(jīng)驗的淡化與彰顯　出處：《湖南師范大學》2014年碩士論文　論文類型：學位論文

  更多相關文章： 高校 課堂教學 中學生 經(jīng)驗 淡化 彰顯

【摘要】：人才培養(yǎng)是高等教育的根本任務,大學課堂是培養(yǎng)人才的主要途徑。高校課堂中對于人才培養(yǎng)的質量評估主要是通過對大學生的學習效果來體現(xiàn)。英國學者弗雷澤認為：高等教育的質量首先是指學生發(fā)展質量,即學生在整個學習過程中所“學”的東西,包括所知、所能以及態(tài)度。筆者瀏覽相關期刊文獻發(fā)現(xiàn)：大部分的文獻對高校課堂教學的研究是從教學目標、教學方法等方面來探討,唯獨有少量的文獻是基于學生經(jīng)驗談高校課堂的質量。在僅有的關于學生經(jīng)驗的文獻中,主題大部分又是關于新生的就讀經(jīng)驗：或者如何來選擇學校就讀的經(jīng)驗等方面來論述。 大學生們作為高校課堂教學中的主體,他并不是空著腦袋進入教室的。在進入教室之前,他已經(jīng)具備了各種基本的理論知識和各種生活經(jīng)驗和技能,其之前的各種經(jīng)驗必定伴隨著他一起進入課堂學習,所以他的以往的學生經(jīng)驗必定會影響課堂教學的效果。 但是目前我們的教育的主要宗旨是教人去追逐、適應、認識、掌握、發(fā)展外部物質世界,著力于教會人的是“何以為生”的知識和本領；因而忽略或放棄了“為何而生”的教育,不能讓人們從人性、人生和人的生存意義與價值等根本問題上去認識和改變自己。① 總結得出經(jīng)驗的重要意義以及其被忽視的現(xiàn)狀所以筆者試圖從學生經(jīng)驗這個角度來探討學生經(jīng)驗在高校課堂教學中的內涵,特點、淡化的表現(xiàn)形式和原因,然后在此基礎上來探尋如何彰顯學生經(jīng)驗的策略。 文章的正文包括四大部分： 第一部分：正文第一章首先對經(jīng)驗的內涵進行建構,以為后文的寫作奠定理論基礎。閱讀了大量關于經(jīng)驗的著作的基礎上梳理了各大學者對于經(jīng)驗的看法,經(jīng)過分析和總結然后提出筆者對于經(jīng)驗內涵的理解,以及進一步指出內涵之外經(jīng)驗所體現(xiàn)出的特點。經(jīng)驗內涵的梳理是文章的主線,其貫穿了文章的始終。 第二部分：在第一部分內涵明確的基礎上,根據(jù)經(jīng)驗的外延也即是特點來分析目前高校課堂教學中學生經(jīng)驗淡化的各種表現(xiàn)。筆者把經(jīng)驗放置于一堂具體的高校課堂教學中,其邏輯也是從一堂課所應該具備的幾個方面來談經(jīng)驗被淡化的表現(xiàn)。一堂完整的課堂應該具備以下五個部分：教學目標的設置、教學內容的選擇、教學方法的使用、教學過程的開展以及教學評價,那么把經(jīng)驗置放于具體的高校課堂教學中也應該從這五個方面著手來談其淡化的表現(xiàn),因此這也是本文的一大亮點,這樣既使得形而上的理論與形而下事物相統(tǒng)一,也更容易把握經(jīng)驗。 第三部分：經(jīng)驗之所以會被忽視或者淡化最重要的原因在于對其內涵的理解片面化或者錯誤。如果一開始連經(jīng)驗的基本內涵都無法正確把握的話,就不用談如何去有效運用它了,其二是經(jīng)驗在生成和習得階段的誤用。在生成階段,把經(jīng)驗與日常經(jīng)驗對等,從而阻斷了經(jīng)驗進入課堂參與學習；在經(jīng)驗的習得階段,把經(jīng)驗與科學知識對立,從而讓知識未能轉化為學生的經(jīng)驗；第三個原因是目前這種盛行的教育價值取向——功利化的價值取向：偏重于知識性目標而非學生經(jīng)驗的發(fā)展；第四個原因是從教師因素著手,教師的教育科學素養(yǎng)和教育教學能力同樣是影響經(jīng)驗發(fā)展極其重要的因素。 第四部分：最后是文章的提對策部分,這部分是文章的點睛之筆。通過對原因的分析,來探討如何有效地彰顯高校課堂教學中學生的經(jīng)驗,使學生不僅學到知識,更學到各種內化的經(jīng)驗。對照原因提出的對策有：首先我們必須要科學地全面理解經(jīng)驗的內涵,這樣才能更好地指導我們的教學實踐活動；其次在經(jīng)驗的生成和習得過程中糾正對經(jīng)驗的誤用,不能片面地或者窄化經(jīng)驗的內涵；其三就是需要轉變目前功利化的教育價值取向,使其回歸到一種自然的教育價值取向；最后重點是教師,因為不管再高深的教學理念最終都要通過教師才能落實到實際課堂教學中,因此對于教師素質的發(fā)展和教學能力的提高我們有必要再次提出。
[Abstract]:Talent training is the basic task of higher education, the university classroom is the main way to cultivate talents. The college classroom for quality evaluation of personnel training is mainly based on the students' learning effect to reflect. The British scholar Fraser said: first, the quality of higher education refers to the students the quality of development, namely the students "learning" in the whole study in the process of things, including knowledge, and attitude. The author can browse the relevant journals found: a study of classroom teaching in Colleges and universities most of the literature is from the teaching objectives, teaching methods and so on to investigate, only a small amount of literature is the quality of students in Colleges and Universities Based on the experience in the classroom. Only on the student experience in the literature, most of the theme is about the new learning experience: or how to choose the school experience and other aspects.
College students as the main body of classroom teaching in universities, he was not empty head into the classroom. Before entering class, he has a variety of basic theoretical knowledge and life experience and skills, experience before it must be accompanied by him into the classroom, so his previous experience will affect students the effect of classroom teaching.
But at present, our main aim of education is to teach people to pursue, adapt, understanding, grasp the development, external material world, focus on the church is "how to live" knowledge and skills; they ignore or give up "why" education, can not let people from the people, the fundamental problem of life and the meaning of human existence and value to realize and change yourself.
The connotation, significance and the status quo of the experience summed up neglected so the author tries to from the perspective of students experience to explore students' experience in college classroom teaching characteristics, forms and reasons of desalination, and then to explore how to demonstrate the strategy of students' experience.
The main body of the article consists of four parts:
The first part: the first chapter on the connotation of construction experience, that lay a theoretical foundation for the following writing. On the basis of reading a large amount of work experience on combing the various views on the University experience, through analyzing and summing up the experience of the author and for the understanding of the connotation, and further pointed out that the characteristics embodied the connotation experience. Experience is the connotation of the main line, which runs through the articles.
The second part: Based on the first part of the connotation clear, according to the extension of the experience that is to analyze the characteristics of various manifestations of current middle school students experience in classroom teaching. The author placed desalination experience in classroom teaching in a specific, it is logical to talk about experience was out of performance from several aspects should have a class. A complete class should have the following five parts: setting the goal of teaching, teaching content selection, teaching methods, teaching process and teaching evaluation carried out, so the experience is placed in the specific classroom teaching in Colleges and universities should also talk about the desalination performance from these five aspects. So this is a major highlight of this paper, which makes the theory of metaphysical and the unity of things, is also easier to grasp the experience.
The third part: the experience will be ignored or downplayed the most important reason lies in the understanding of the essence of one-sided or wrong. If you start the basic connotation of even the experience can not correctly grasp the words, do not talk about how to effectively use it, the other is the misuse of experience in the generation and acquisition stage. In the generation stage, experience equivalence and daily experience, thereby blocking the experience into the classroom to participate in the study; in the acquisition stage experience, experience and scientific knowledge of opposites, so that knowledge did not translate into students' experience; the third reason is the value orientation of education value orientation of the current popular - utilitarian: emphasis on the development in knowledge target instead of student experience; the fourth reason is to proceed from the teachers, teachers' scientific literacy education and teaching ability is also extremely important influence of development experience Factors.
The fourth part is countermeasures: the last part of the article, this part is the punchline. Through the analysis of the causes, to explore how to effectively highlight the students in the teaching experience, the students not only learn knowledge, learn more experience. The control countermeasures of various internalizing reasons: first of all we must scientific connotation a comprehensive understanding of experience, so as to better guide our education activities; secondly in the generation and acquisition experience in correcting the misuse of experience, not one-sided or narrow connotation of experience; the three is the need to change the educational value orientation the utilitarian, to return to a natural value of education the focus is on the teacher orientation; finally, because no matter how advanced teaching idea will eventually be put into practice in the classroom teaching by teachers, so the teacher's quality It is necessary for us to put forward the development and the improvement of teaching ability.

【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G642.4

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