【摘要】：邁爾斯-布里格斯類型指標(biāo)(Myers-Briggs Type Indicator,簡(jiǎn)稱MBTI)是人的性格分類的一種方法,其理論基礎(chǔ)是瑞士心理分析家C.G.Jung創(chuàng)立的榮格人格分析心理學(xué)理論。筆者以邁爾斯-布里格斯類型指標(biāo)個(gè)性分類為基礎(chǔ),首先分析了當(dāng)前高職教育教學(xué)的特點(diǎn)和存在的問(wèn)題;其次展示了不同個(gè)性特征的高職學(xué)生在課堂中的表現(xiàn),這些表現(xiàn)導(dǎo)致了多元化課堂的產(chǎn)生;最后探討了在高職教育中實(shí)施多元化課堂的措施和對(duì)策,從而營(yíng)造一個(gè)有利于學(xué)生學(xué)習(xí)和職業(yè)培養(yǎng)的教學(xué)環(huán)境,真正提高高職教育教學(xué)的效能。
[Abstract]:Myers-Briggs Type Indicator,-Briggs type index (MBTI) is a method of human personality classification, which is based on Jung Personality Analysis Psychology Theory founded by Swiss psychoanalyst C.G.Jung. Based on the personality classification of Miles-Briggs type index, the author first analyzes the characteristics and existing problems of the current higher vocational education teaching, secondly, shows the performance of higher vocational students with different personality characteristics in the classroom, which leads to the emergence of diversified classroom. Finally, this paper probes into the measures and countermeasures of implementing diversified classroom in higher vocational education, so as to create a teaching environment conducive to students' learning and vocational training, and truly improve the teaching efficiency of higher vocational education.
【作者單位】： 常州工程職業(yè)技術(shù)學(xué)院;
【基金】：江蘇高校哲學(xué)社會(huì)科學(xué)研究項(xiàng)目(2015SJD544) 第三期江蘇省職業(yè)教育教學(xué)改革研究課題立項(xiàng)項(xiàng)目(ZYB267)
【分類號(hào)】：G712.4

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