加拿大大学的探究型教学与启示
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摘要
国内对加拿大大学的探究型教学研究不多,对其教学活动的组织和实践过程还缺少系统的了解和深入研究,对其教学的完整环节、知识传授与能力培养在教学中的处置还缺少研究,尤其缺少经验性研究。在教学过程中,加拿大大学教师把自己定位为教学组织者,而非仅仅知识传授者,在处理知识传授和学生研究能力培养方面有一套很成熟的做法,教师指导学生遵循学术研究道路和学术研究规范,通过完成研究性作业和课题培养学生的研究能力。
We don't have much research on Canadian practice in terms of the inquiry-based teaching method which is popular at Canadian universities,even less empirical research on the teaching practice with regard to the organization of teaching process,how to deliver knowledge,and how to cultivate students' research capabilities. Canadian professors target themselves as organizers of the instruction process rather than vehicles of knowledge. They have cultivated a pattern on how to deliver knowledge and nurture students' abilities. Canadian professors develop their students 'academic abilities through research assignments or tasks by guiding them to follow the academic rut and codes for academics. We may better our pedagogy by learning from Canadians.
We don't have much research on Canadian practice in terms of the inquiry-based teaching method which is popular at Canadian universities,even less empirical research on the teaching practice with regard to the organization of teaching process,how to deliver knowledge,and how to cultivate students' research capabilities. Canadian professors target themselves as organizers of the instruction process rather than vehicles of knowledge. They have cultivated a pattern on how to deliver knowledge and nurture students' abilities. Canadian professors develop their students 'academic abilities through research assignments or tasks by guiding them to follow the academic rut and codes for academics. We may better our pedagogy by learning from Canadians.
引文
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[2]National Committee on Science Education Standards and Assessment,National Research Council,National Science Education Standards[M].Washington:National Academies Press,1996.
[3]Anna J.Warner and Brian E.Myers,Implementing Inquiry-Based Teaching Methods[OL].https://edis.ifas.ufl.edu/wc076.
[4]National Research Council(NRC),Inquiry and the National Science Education Standards[S].Washington,D.C:National Academy Press,2000.
[5]L·W·安德森等.学习、教学和评估的分类学:布卢姆教育目标分类学[M].上海:华东师范大学出版社,2008.
[6]Anna J.Warner and Brian E.Myers,Implementing Inquiry-Based Teaching Methods[OL].https://edis.ifas.ufl.edu/wc076.
[7]L·W·安德森等.学习、教学和评估的分类学:布卢姆教育目标分类学[M].2008.
[8]安德鲁·桑克顿的高级地方政府教学大纲[OL].http://localgovernment.uwo.ca/masters/docs/outlines/2014/PA9901L-PS4901A-Summer2014.pdf.2017/05/22
[9]Allan Keselman,Supporting Inquiry Learning by Promoting Normative Understanding of Multivariable Causality[J].Journal of Research in Science Teaching,2003,(9):898―921.
[10]Margus Pedaste,Mario Maeots,Leo A.Siiman,Ton de Jong,Siswa A.N.van Riesen,Ellen T.Kamp,Constantinos C.Manoli,Zacharias C.Zacharia,Eleftheria Tsourlidaki,Phases of Inquiry-based Learning:Definitions And the Inquiry Cycle[J].Educational Research Review,2015,(14):47―61.
[11]陶行知.教学合一[A],陶行知全集:第一卷[C].长沙:湖南教育出版社,1984.
[12]姚利民,康雯.大学研究性教学现状与原因分析[J].中国大学教学,2009,(1):19―23.
[13]S·拉塞克,G·维迪努.从现在到2000年教育内容发展的全球展望[M].北京:教育科学出版社,1992.
[14]Michal Zion,Ruthy Mendelovici,Moving from Structured to Open Inquiry:Challenges and Limits[J].Science Education International,2012,(4):383―399.
[2]National Committee on Science Education Standards and Assessment,National Research Council,National Science Education Standards[M].Washington:National Academies Press,1996.
[3]Anna J.Warner and Brian E.Myers,Implementing Inquiry-Based Teaching Methods[OL].https://edis.ifas.ufl.edu/wc076.
[4]National Research Council(NRC),Inquiry and the National Science Education Standards[S].Washington,D.C:National Academy Press,2000.
[5]L·W·安德森等.学习、教学和评估的分类学:布卢姆教育目标分类学[M].上海:华东师范大学出版社,2008.
[6]Anna J.Warner and Brian E.Myers,Implementing Inquiry-Based Teaching Methods[OL].https://edis.ifas.ufl.edu/wc076.
[7]L·W·安德森等.学习、教学和评估的分类学:布卢姆教育目标分类学[M].2008.
[8]安德鲁·桑克顿的高级地方政府教学大纲[OL].http://localgovernment.uwo.ca/masters/docs/outlines/2014/PA9901L-PS4901A-Summer2014.pdf.2017/05/22
[9]Allan Keselman,Supporting Inquiry Learning by Promoting Normative Understanding of Multivariable Causality[J].Journal of Research in Science Teaching,2003,(9):898―921.
[10]Margus Pedaste,Mario Maeots,Leo A.Siiman,Ton de Jong,Siswa A.N.van Riesen,Ellen T.Kamp,Constantinos C.Manoli,Zacharias C.Zacharia,Eleftheria Tsourlidaki,Phases of Inquiry-based Learning:Definitions And the Inquiry Cycle[J].Educational Research Review,2015,(14):47―61.
[11]陶行知.教学合一[A],陶行知全集:第一卷[C].长沙:湖南教育出版社,1984.
[12]姚利民,康雯.大学研究性教学现状与原因分析[J].中国大学教学,2009,(1):19―23.
[13]S·拉塞克,G·维迪努.从现在到2000年教育内容发展的全球展望[M].北京:教育科学出版社,1992.
[14]Michal Zion,Ruthy Mendelovici,Moving from Structured to Open Inquiry:Challenges and Limits[J].Science Education International,2012,(4):383―399.