多维跨界互动式教学模式创新的实践探讨
|
摘要
教学方式的选择,直接影响知识在传递更新与积累拔高过程中的损益效果,并进而影响行业技术水平与理论研究成果的提高与突破。结合"2018西部九校+《规划师》杂志社(9+1)建筑类本科联合毕业设计暨‘中晟杯’设计竞赛"教学实践活动,探讨跨地域、跨学科、跨空间、跨领域、跨群体多维跨界的互动式教学实践,以拓宽学生视野,实现多方机构互惠共赢,推动师生之间的教学相长,落实教育资源共享共用理念,推进互动式教学模式的创新。
The choice of teaching methods directly affects the gains and losses of knowledge in the process of transfer and accumulation, and then affects the breakthrough and development of the industry's technical level and theoretical research results. This paper combines the teaching practice of "2018 West Nine School +'Planner' Magazine(9 + 1) Undergraduate Joint Design and 'Zhongsheng Cup' Design Competition" to explore cross-regional, interdisciplinary, cross-space, cross-disciplinary, and cross-group multi-dimensional cross-border interactive teaching practice, so as to broaden students' research horizons, realize multi-party mutual benefit,promote mutual development of teaching and learning among teachers and students, implement the concept of sharing educational resources, and promote the innovation and exploration of interactive teaching model.
The choice of teaching methods directly affects the gains and losses of knowledge in the process of transfer and accumulation, and then affects the breakthrough and development of the industry's technical level and theoretical research results. This paper combines the teaching practice of "2018 West Nine School +'Planner' Magazine(9 + 1) Undergraduate Joint Design and 'Zhongsheng Cup' Design Competition" to explore cross-regional, interdisciplinary, cross-space, cross-disciplinary, and cross-group multi-dimensional cross-border interactive teaching practice, so as to broaden students' research horizons, realize multi-party mutual benefit,promote mutual development of teaching and learning among teachers and students, implement the concept of sharing educational resources, and promote the innovation and exploration of interactive teaching model.
引文
[1]林小如,李海东.城市规划的公共政策属性思考[C].2012中国城市规划年会论文集[M].
[2]邹德慈.发展中的城市规划[J].城市规划,2010,34(1):24-28.
[3]何流.城市规划的公共政策属性解析[J].城市规划学刊,2007(6):36-41.
[4]海德格尔.人,诗意的栖居[M].北京:北京时代华文书局,2017.
[5]李峰清,赵民,吴梦笛,等.论大城市“多中心”空间结构的“空间绩效”机理---基于厦门LBS画像数据和常规普查数据的研究[J].城市规划学刊,2017(5):21-32.
[6]张文忠.宜居城市的内涵及评价指标体系探讨[J].城市规划学刊,2007(3):30-34.
[7]张青琳.教育的唯一主题即生活---怀特海《教育的目的》解读[J].高校教育管理,2009,3(5):62-66.
[8]李小平,姚芳.大数据背景下高校思想政治教育创新研究[J].学校党建与思想教育,2018(6):51-53,56.
[9]胡白云,李森.赞科夫的教师观及其启示[J].教学与管理(理论版),2006(10):6-8.
[10]帕克·帕尔默(Parker J Palmer).教学勇气[M].吴国珍,余巍,等.译.上海:华东师范大学出版社,2014.
[11]刘和海,李子梦.论雅斯贝尔斯教育观对MOOCs发展的启示[J].中国电化教育,2018(1):22-26.
[2]邹德慈.发展中的城市规划[J].城市规划,2010,34(1):24-28.
[3]何流.城市规划的公共政策属性解析[J].城市规划学刊,2007(6):36-41.
[4]海德格尔.人,诗意的栖居[M].北京:北京时代华文书局,2017.
[5]李峰清,赵民,吴梦笛,等.论大城市“多中心”空间结构的“空间绩效”机理---基于厦门LBS画像数据和常规普查数据的研究[J].城市规划学刊,2017(5):21-32.
[6]张文忠.宜居城市的内涵及评价指标体系探讨[J].城市规划学刊,2007(3):30-34.
[7]张青琳.教育的唯一主题即生活---怀特海《教育的目的》解读[J].高校教育管理,2009,3(5):62-66.
[8]李小平,姚芳.大数据背景下高校思想政治教育创新研究[J].学校党建与思想教育,2018(6):51-53,56.
[9]胡白云,李森.赞科夫的教师观及其启示[J].教学与管理(理论版),2006(10):6-8.
[10]帕克·帕尔默(Parker J Palmer).教学勇气[M].吴国珍,余巍,等.译.上海:华东师范大学出版社,2014.
[11]刘和海,李子梦.论雅斯贝尔斯教育观对MOOCs发展的启示[J].中国电化教育,2018(1):22-26.