高等教育普及化背景下本科学生学情分析与教学模式变革探究
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摘要
高等教育进入普及化时代,本科学生的学情特点将发生巨变。非传统生源占比扩大,学生学习目的更加多元,学生学习方式更加丰富,学生的学习过程更注重获得性体验。本科学生学情特点的变化势必会带动高校本科教学模式的变革,进而影响未来高校人才培养质量。树立学生中心的教学理念,完善分类培养的教学过程,实施传统与现代技术相结合的教学方法,突出学生发展性增量教学评价,是普及化时代高校应对学生学情变化的当然之选。
As higher education enters the era of universalization,the characteristics of undergraduates' learning situation are changing dramatically: non-traditional student source is expanding; students' studying purpose and methods are more diverse; student pays more attention to acquiring experience from studying. The aforementioned changes are bound to lead to the reform of undergraduate teaching mode in colleges and universities,and further affect the quality of talent cultivation in colleges and universities in the future. It is an inevitable choice for colleges and universities to set up the concept of student-centered teaching,perfect the teaching process of classified cultivation,implement the teaching method combining traditional and modern technology,and highlight the incremental teaching evaluation of students' development in the era of universal higher education.
As higher education enters the era of universalization,the characteristics of undergraduates' learning situation are changing dramatically: non-traditional student source is expanding; students' studying purpose and methods are more diverse; student pays more attention to acquiring experience from studying. The aforementioned changes are bound to lead to the reform of undergraduate teaching mode in colleges and universities,and further affect the quality of talent cultivation in colleges and universities in the future. It is an inevitable choice for colleges and universities to set up the concept of student-centered teaching,perfect the teaching process of classified cultivation,implement the teaching method combining traditional and modern technology,and highlight the incremental teaching evaluation of students' development in the era of universal higher education.
引文
[1]别敦荣,齐恬雨.国外一流大学本科教学改革与建设动向[J].中国高教研究,2016(7):7-13.
[2]周荣政.把握学情的策略[J].江西教育,2002(2):21.
[3]赵振旗.应加强对学情的研究[J].山东教育科研,1988(4):30.
[4]周一贯.学情:不该遗忘的教学资源[J].中国小学语文教育论坛,2003(6):13.
[5]丁恺.课堂教学的“学情分析”研究[D].上海:华东师范大学教育科学学院,2009.
[6]王秀平,杜智敏,马喜亭,等.北京市大学生学情调查报告[J].中国大学教学,2008(9):21.
[7]张瑞芳.大学生个性化发展视角下本科教学模式的创新[J].中国成人教育,2017(12):105-107.
[8]林杰.高等教育普及化时代大学生的特征及其权利保障[J].中国高教研究,2016(3):43-46.
[9]贾莉莉.一流本科教学内部质量保障的长效机制探析:以卡耐基·梅隆大学为例[J].现代教育管理,2017(8):77-82.
[10]谷钰,余建星,赵伟.探索建立世界最好的本科教学模式[J].中国大学教学,2016(3):38-41.
[11]教育部.全国教育事业发展统计公报[EB/OL]. http://www. moe. gov. cn/jyb_sjzl/sjzl_fztjgb/,2018-07-19.
[12]崔乃文,李梦云.困境与出路:“以学生为中心”的本科教学改革何以可能[J].现代大学教育,2017(4):97-103.
[2]周荣政.把握学情的策略[J].江西教育,2002(2):21.
[3]赵振旗.应加强对学情的研究[J].山东教育科研,1988(4):30.
[4]周一贯.学情:不该遗忘的教学资源[J].中国小学语文教育论坛,2003(6):13.
[5]丁恺.课堂教学的“学情分析”研究[D].上海:华东师范大学教育科学学院,2009.
[6]王秀平,杜智敏,马喜亭,等.北京市大学生学情调查报告[J].中国大学教学,2008(9):21.
[7]张瑞芳.大学生个性化发展视角下本科教学模式的创新[J].中国成人教育,2017(12):105-107.
[8]林杰.高等教育普及化时代大学生的特征及其权利保障[J].中国高教研究,2016(3):43-46.
[9]贾莉莉.一流本科教学内部质量保障的长效机制探析:以卡耐基·梅隆大学为例[J].现代教育管理,2017(8):77-82.
[10]谷钰,余建星,赵伟.探索建立世界最好的本科教学模式[J].中国大学教学,2016(3):38-41.
[11]教育部.全国教育事业发展统计公报[EB/OL]. http://www. moe. gov. cn/jyb_sjzl/sjzl_fztjgb/,2018-07-19.
[12]崔乃文,李梦云.困境与出路:“以学生为中心”的本科教学改革何以可能[J].现代大学教育,2017(4):97-103.