大学创新教学理念来源于实践反思
| 作 者：王洪才 |
| 单 位：厦门大学 |
| 基金项目：教育部人文社会科学重点研究基地重大项目
“大学创新教学理论与实践机制构建” |
| 摘 要： |
| 开展大学创新教学是时代对我国高等教育的呼唤。基于
个人的教学实践体会，发现传统的理论知识传输模式存在着诸
多问题，而最突出问题就是理论脱离实际，无法激发学生学习兴
趣。在探索改革传统教学方法过程中，发现传统教学模式在培养
目标、课程设计、教学方法上均存在问题。为此，创新教学模式主
张变学生‘知识接受者’角色为‘知识探索者’角色，人才培养重
心从‘知识获得’变成‘能力培养’，教师任务重在设计恰当的问
题情境，使学生能够展开问题探讨，掌握知识获得过程，理解知
识的实质。 |
| 关键词：传统教学；创新教学；实践反思 |
Implementing Innovative Teaching Is an Urgent Task for
Chinese Universities
Implementing Innovative Teaching Is an Urgent Task for
Chinese Universities
| Author's Name: WANG Hong-cai |
| Institution: |
| Abstract: |
| Due to the profound influence of traditional education ideas and the examination-oriented education
system in primary and secondary schools, university students usually learn with great passivity in
China, so the graduates cannot satisfy present society’s requirements effectively since they are lack of
innovation consciousness and capability. Nowadays, the society needs universities to cultivate a large
number of innovative talents which calls for universities to carry out innovative teaching and put away
the traditional education model. Traditional education system holds a view of elite education, which
emphasizes that universities should cultivate elites and impart them the most advanced knowledge and
experience to enable the young generation directly to reach the peak of science, because university is
the cradle of scientists. Chinese universities are deeply enslaved to this idea, so they must teach students
the frontier knowledge that represents our human intellectual achievements, which is systematic and
theoretical. Furthermore, this idea has a great impact on the form of the basic indicators of teaching
quality evaluation, which regulates all universities’ teaching behaviors, including both top universities
and ordinary ones.
Obviously, this idea is not suitable for the situation of mass higher education and contrary to the
law of education that teaching contents must be adapted to the students’ level of knowledge and ability,
because the theoretical frontier knowledge are highly abstract and specialized which is far away from
students’ daily life and their knowledge level, so students feel very difficult to perceive the significance
of the knowledge and understand them, consequently their enthusiasm for learning are discouraged. In
addition, this kind of knowledge teaching is separated from the needs of our society for a great number
of talents who are capable of employing practical skills. In order to avoid graduates’ underemployment,
application knowledge, rather than theoretical knowledge, should be paid much attention to. As for the
learners’ motivations, few of them are really determined to be scientists, while most of them study for
their reality demand, that is, to be well employed. Frankly, many students study for diploma, which is
the key for them to be well employed instead of pure knowledge.
Another main reason that causes the students’ passive learning is the very deep influence of
examination-oriented education in primary and secondary schools. In order to get the competitive
advantage in the national college entrance examination, students had to adopt the “excessive assignments
tactic” in their secondary schools. This tactic makes students become the warehouses for knowledge and
machines for examination, rather than positive learners. What’s more, students are taught falsely that
the college days mean four years’ good playing time. After entering university, students’ motivation
and endeavor on learning are greatly degraded following with the loss of strict regulation and fierce
competition, because the management is not so strict in university as in the middle school. Therefore,
many students just muddle along during their four years’college life. To change this deviation,
innovative teaching must be implemented in universities.
Therefore, innovative teaching directs efforts to convert the traditional “cramming” teaching model
into the “inquiry” teaching model so that it changes students from “receivers” to “explorers” of
knowledge. Definitely, our education idea should be updated, focusing on the cultivation of students’
capability, rather than the cramming of knowledge. In this condition, teachers should change their role
from the giver into the organizer, guider, consultant, facilitator and evaluator of students’ knowledge
exploring. At the same time, students must learn actively. Only in this status, students’ ability can
be truly fostered. Obviously, it is impossible that the teaching contents be purely theoretical ones.
It must be closely related with the practice. This relationship makes students truly participate in the
learning process and experience the real problems and the significance of inquiry, and this is the real
way to inspire students’ enthusiasm for learning. Teachers should become reformers and be good at
designing teaching situations to induce students to notice the existence of problems and then inspire them
to explore. The key of innovative teaching is to research the combination of theory and reality. The
“theory” refers to teachers’ theoretical knowledge and “reality” refers to the needs of society and
students’ actual ability. |
| Keywords: traditional teaching; innovative teaching; reflection of practice. |
| 投稿时间：2015-12-06 |
|
|
|
查看pdf文件
|
|
