本文選題：研究性課堂 + 課堂教學結(jié)構(gòu)�。� 參考：《學位與研究生教育》2011年07期

【摘要】：分析了講授主導式和讀書討論式兩種主流研究生課堂教學模式的結(jié)構(gòu)及其問題,指出研究生課堂教學的三大使命是幫助研究生完成知識入門、研究入門和精神入門,這些使命的實現(xiàn)需要研究性課堂的支撐。研究性課堂的構(gòu)成元素是研究生、導師、制度和氛圍,"五步式"教學是研究性課堂的理想結(jié)構(gòu)。提升研究性課堂質(zhì)量的三個關(guān)鍵是:教師工作重點的科學定位、教學改革方向的準確定向和教學環(huán)節(jié)間轉(zhuǎn)換點的機智把握。
[Abstract]:This paper analyzes on the structure and problems of the two main teaching modes for postgraduate students, that is, teaching-leading mode and reading and discussing mode, and points out that the three missions of postgraduate classroom teaching are to help graduate students complete the introduction of knowledge, the introduction to research and the introduction to spirit. The realization of these missions needs the support of the research classroom. The elements of research classroom are graduate student, tutor, system and atmosphere. Five steps teaching is the ideal structure of research classroom. The three key points to improve the quality of research classroom are: the scientific orientation of teachers' work emphases, the accurate orientation of teaching reform direction and the witty grasp of switching points between teaching links.
【作者單位】： 陜西師范大學教育學院;
【基金】：2010年度教育部人文社科一般項目“免費師范生專業(yè)成長力的職后發(fā)展研究”(10YJC880081)的研究成果
【分類號】：G643
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本文編號：1891389