高校课堂教学中“隐性逃课”行为的解读与对策分析——以金属学及热处理课程为例
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摘要
"隐性逃课"是当今高校课堂教学过程中存在的一种普遍现象,严重影响了学生个人的发展和授课教师的情绪,造成整体教学质量与效果不佳。以金属学及热处理课程为例,采用问卷调查结合课下访谈的方式,探讨分析了高校课堂教学过程中"隐性逃课"的行为现状及产生原因,并从教学制度与内容、教师教学过程设计、学生引导与管理、高校激励与评价机制等方面提出了一些积极的应对措施,以期从根本上减少大学生的"隐性逃课"行为,激发学生学习兴趣,切实提高高校课堂教学效果。
"Invisible truancy" is a common phenomenon in university classroom teaching, which seriously affects the emotion of the teachers and the development of the students, resulting in the poor teaching quality. In the present study, the course of metallography and heattreatment is taken as an example, the current situation and causes of the "invisible truancy" in university classroom teaching are discussed and analyzed by means of questionnaire investigation and personal interview. Moreover, some positive measures have been put forward from the aspects of the teaching system and contents, the design of teaching process, the guidance and management of students, the incentive and evaluation mechanism of University and so on, which to radically reduce the "invisible truancy" behavior of college students, stimulate students' interests in learning and improve the university classroom teaching effects.
"Invisible truancy" is a common phenomenon in university classroom teaching, which seriously affects the emotion of the teachers and the development of the students, resulting in the poor teaching quality. In the present study, the course of metallography and heattreatment is taken as an example, the current situation and causes of the "invisible truancy" in university classroom teaching are discussed and analyzed by means of questionnaire investigation and personal interview. Moreover, some positive measures have been put forward from the aspects of the teaching system and contents, the design of teaching process, the guidance and management of students, the incentive and evaluation mechanism of University and so on, which to radically reduce the "invisible truancy" behavior of college students, stimulate students' interests in learning and improve the university classroom teaching effects.
引文
[1]赵浩宇.多维视角下的归因分析透视高校课堂教学中的“隐性逃课”行为[J].教育管理,2016(8):132-133.
[2]王运武.从高校学生课堂教学满意度透视课堂教学创新性变革[J].现代远程教育研究,2016(6):65-72.
[3]申继伟,张晨,曾志鹏.加强立体化教材建设提升应用型教育效果[J].中国现代教育装备,2016(7):74-76.
[4]张振宇.课堂问题行为的解读与教学效果的提高[J].教育教学论坛,2015(38):205-206.
[5]王鸾凤.高校课堂教学效果不佳的原因和对策分析[J].湖北经济学院学报:人文社会科学版,2014(1):162-163.
[6]舍娜莉.新媒体环境下高校隐性思想政治教育浅析[J].中国现代教育装备,2016(21):51-54.
[7]李浪.高校课堂教学现状与教学效果提高研究[J].衡阳师范学院学报,2010,31(6):132-134.
[2]王运武.从高校学生课堂教学满意度透视课堂教学创新性变革[J].现代远程教育研究,2016(6):65-72.
[3]申继伟,张晨,曾志鹏.加强立体化教材建设提升应用型教育效果[J].中国现代教育装备,2016(7):74-76.
[4]张振宇.课堂问题行为的解读与教学效果的提高[J].教育教学论坛,2015(38):205-206.
[5]王鸾凤.高校课堂教学效果不佳的原因和对策分析[J].湖北经济学院学报:人文社会科学版,2014(1):162-163.
[6]舍娜莉.新媒体环境下高校隐性思想政治教育浅析[J].中国现代教育装备,2016(21):51-54.
[7]李浪.高校课堂教学现状与教学效果提高研究[J].衡阳师范学院学报,2010,31(6):132-134.