發(fā)布時間：2018-05-31 19:46

  本文選題：高校 + 研究性教學(xué)��； 參考：《曲阜師范大學(xué)》2012年碩士論文

【摘要】：高校作為探究高深學(xué)問的場所，其所具有的科研職能，為將學(xué)生引入研究領(lǐng)域提供了現(xiàn)實可能性。但現(xiàn)今高校教學(xué)的現(xiàn)狀卻背離了其知識屬性的追求，，仍然沿襲傳統(tǒng)灌輸?shù)慕虒W(xué)模式，以致于學(xué)生的探究意識薄弱，探究能力不足。于是改革傳統(tǒng)的教學(xué)與學(xué)習(xí)方式，倡導(dǎo)基于研究的高校研究性教學(xué)，既是對學(xué)生全面發(fā)展要求的呼應(yīng)，也是適應(yīng)社會對創(chuàng)新性人才培養(yǎng)的需求。 在這場教育改革的浪潮中，多數(shù)研究者從教或?qū)W的單維度入手，忽視了教學(xué)的集合特性，導(dǎo)致了教學(xué)作為教與學(xué)統(tǒng)一體的割裂。雖然研究性教學(xué)已在實踐領(lǐng)域進行了不同程度的探索，但尚未在全國范圍內(nèi)展開，成為高校的主導(dǎo)性模式�；谝陨暇売�，文章在充分體現(xiàn)以教促學(xué)、以學(xué)助教理念的基礎(chǔ)上，構(gòu)建立體化、全程性的研究性教學(xué)模式。 在對高校研究性教學(xué)模式的建構(gòu)中，首先通過對高校研究性教學(xué)的歷史梳理，明晰了研究性教學(xué)作為教學(xué)與科研相結(jié)合理念的外化形式在高校中的發(fā)展歷程。但時至今日，高校職能的多元化造成了教學(xué)與科研的分離以及科研人才培養(yǎng)職能的喪失�，F(xiàn)今重申研究性教學(xué)對高校人才培養(yǎng)的時代意義，既是對歷史的回歸，也是對時代需求的回應(yīng)。因此，在高校開展基于研究的研究性教學(xué)勢在必行。 為確保高校研究性教學(xué)構(gòu)建的合理性與有效性，需為其尋找理論支持與觀念支撐——主體性教育理論、建構(gòu)主義學(xué)習(xí)理論、人本主義管理理論以其與研究性教學(xué)相適切的特點，為高校研究性教學(xué)的開展提供了源源不斷的理論滋養(yǎng)。基于此，在參照美國研究型大學(xué)本科教育教學(xué)實踐經(jīng)驗的路徑上，從教學(xué)理念、教學(xué)目標(biāo)、課程體系、培養(yǎng)模式、教學(xué)評價五個層面，構(gòu)建植根于本土，具有中國特色的高校研究性教學(xué)模式。在教學(xué)理念層面，以教學(xué)與科研相結(jié)合的觀念為指導(dǎo)，依托高�？蒲袃�(yōu)勢，適時的將學(xué)生引入科研領(lǐng)域；在教學(xué)目標(biāo)層面，立足學(xué)生實際，制定體現(xiàn)層次性與漸進性的高校研究性教學(xué)目標(biāo)，即作為學(xué)習(xí)者的寬厚知識基礎(chǔ)與作為研究者的研究技能及能力；在課程體系層面，以模塊化的形式從基礎(chǔ)課程重組模塊、入門指導(dǎo)課程模塊、研究性課程模塊、基于項目或課題的綜合課程模塊四個方面構(gòu)建連續(xù)的研究性課程體系；在培養(yǎng)模式層面，實施溝通課堂內(nèi)外的研究性教學(xué)培養(yǎng)模式，亦即以精品課程為依托構(gòu)建高校研究性教學(xué)的課堂模式與構(gòu)建高校研究性教學(xué)的實踐平臺；在評價體系層面，制定有利于教師與學(xué)生發(fā)展的教學(xué)評價體系。最后為了更好的推進高校研究性教學(xué)的開展，從學(xué)術(shù)生態(tài)環(huán)境、教師隊伍建設(shè)、教學(xué)管理制度建設(shè)、硬件建設(shè)四個層面予以輔之，以保證高校研究性教學(xué)的正常運行。
[Abstract]:As a place to explore advanced knowledge, colleges and universities have the function of scientific research, which provides a realistic possibility for the introduction of students into the field of research. However, the present situation of college teaching deviates from the pursuit of its knowledge attribute, and it still follows the traditional teaching mode of indoctrination, so that the students' consciousness of inquiry is weak and the ability of inquiry is insufficient. Therefore, reforming the traditional teaching and learning methods and advocating research-based research teaching in colleges and universities is not only a response to the requirements of students' all-round development, but also a response to the needs of the society for the cultivation of innovative talents. In this wave of educational reform, most researchers start from the single dimension of teaching or learning, ignore the collective characteristics of teaching, and lead to the separation of teaching as a unity of teaching and learning. Although research-based teaching has been explored to different degrees in the practical field, it has not been carried out in the whole country and has become the dominant mode in colleges and universities. Based on the above reasons, the article fully embodies the idea of teaching and teaching assistant, and constructs a three-dimensional, whole-course research teaching model. In the construction of the research teaching model in colleges and universities, the history of research teaching in colleges and universities is combed first, and the course of development of research teaching as an externalized form of combining teaching and scientific research in colleges and universities is clarified. But today, the diversification of university functions has resulted in the separation of teaching and scientific research and the loss of scientific research personnel training function. At present, we reiterate the significance of research teaching to the cultivation of talents in colleges and universities, which is not only the return of history, but also the response to the needs of the times. Therefore, it is imperative to carry out research-based teaching in colleges and universities. In order to ensure the rationality and validity of the construction of research teaching in colleges and universities, it is necessary to find theoretical support and conceptual support-the theory of subjectivity education, the theory of constructivism learning, and the theory of humanism management. It provides continuous theoretical nourishment for the development of research teaching in colleges and universities. Based on this, from five aspects of teaching concept, teaching goal, curriculum system, training mode and teaching evaluation, the author builds up the teaching practice of undergraduate education in American research universities, which is rooted in the native country, which is based on the experience of undergraduate education and teaching practice in American research universities. Research teaching mode with Chinese characteristics in colleges and universities. Under the guidance of the concept of combination of teaching and scientific research and relying on the advantages of scientific research in colleges and universities, the students should be introduced into the field of scientific research at the level of teaching concept, and at the level of teaching objectives, they should be based on the students' reality. The goal of research teaching in colleges and universities should be formulated, that is, as a learner's broad knowledge base and as a researcher's research skills and ability, and in the level of curriculum system, the basic curriculum reorganization module should be adopted in the form of modularization. The introduction guidance course module, the research curriculum module, the integrated curriculum module based on the project or the topic constructs the continuous research curriculum system, in the training mode level, carries out the communication inside and outside the classroom research teaching training model, In other words, it builds the classroom mode and practical platform of the research teaching in colleges and universities based on the excellent courses; at the level of evaluation system, it formulates the teaching evaluation system which is conducive to the development of teachers and students. Finally, in order to better promote the development of research teaching in colleges and universities, from the academic ecological environment, the construction of teachers, the construction of teaching management system, the construction of hardware to assist them, in order to ensure the normal operation of research teaching in colleges and universities.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G642.4

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