【摘要】：20世紀(jì)90年代末以來,隨著普通高校的大規(guī)模擴(kuò)招,我國(guó)的高等教育實(shí)現(xiàn)了“跨越式”發(fā)展進(jìn)入了大眾化發(fā)展階段。但目前,我國(guó)高校依然遵循著傳統(tǒng)的教學(xué)模式、教學(xué)內(nèi)容、教學(xué)方法、教學(xué)手段和評(píng)價(jià)方式,這些方面都存在很多弊端,對(duì)創(chuàng)新性人才的培養(yǎng)具有束縛作用,高等教育必須進(jìn)行實(shí)質(zhì)而有效的改革。 研討式教學(xué)可提高教學(xué)質(zhì)量和教學(xué)效果,對(duì)本科生培養(yǎng)起到重要作用。在教育教學(xué)的諸要素中,教學(xué)方法是實(shí)現(xiàn)教學(xué)目標(biāo)的重要手段。研討式教學(xué)法作為區(qū)別于傳統(tǒng)機(jī)械式的教學(xué)方法,它是以教師和學(xué)生為共同的教學(xué)主體,是學(xué)生與教師共同討論,從而得到解決問題的一種教學(xué)方法。在西方,研討式教學(xué)是普遍推崇的一種教學(xué)模式,西方學(xué)者很早就對(duì)研討式教學(xué)進(jìn)行研究,并取得了豐碩的成果。國(guó)內(nèi)的學(xué)者也意識(shí)到研討式教學(xué)方法的重要性,但迄今對(duì)該方法的研究大多數(shù)是對(duì)西方研討式教學(xué)的概括總結(jié)等,而應(yīng)用于課堂教學(xué)方面的實(shí)證研究少之又少。本文較為詳盡地介紹了研討式教學(xué)的內(nèi)涵、特點(diǎn)及意義,多層面地分析了其理論依據(jù),并概述國(guó)內(nèi)外研討式教學(xué)方法的開展情況,在此基礎(chǔ)上,闡述在本科課堂采用研討式教學(xué)方法的意義。本論文從學(xué)生的視角,對(duì)湖南大學(xué)和湖南師范大學(xué)所開展的研討式教學(xué)的現(xiàn)狀進(jìn)行調(diào)查和分析,并對(duì)部分學(xué)生進(jìn)行了訪談,目的是反映研討式教學(xué)法在國(guó)內(nèi)的真實(shí)開展情況以及本科生對(duì)此教學(xué)方法的認(rèn)識(shí)及態(tài)度。從調(diào)查的結(jié)果來看,研討式教學(xué)在開展過程中還存在很多不足,筆者分析了研討式教學(xué)實(shí)施困境的原因并對(duì)此提出了一些建議,希望能為大學(xué)課堂的教學(xué)改革提供理論依據(jù)。
[Abstract]:Since the end of 1990s, with the large-scale expansion of enrollment in colleges and universities, the "leapfrog" development of higher education in China has entered the stage of mass development. But at present, colleges and universities in our country still follow the traditional teaching mode, teaching content, teaching method, teaching means and evaluation methods. These aspects all have many disadvantages, which are bound to the cultivation of innovative talents. Higher education must carry out substantial and effective reform. Discussion teaching can improve teaching quality and teaching effect, and play an important role in undergraduate training. Among the elements of education and teaching, teaching method is an important means to achieve teaching goal. As a teaching method different from the traditional mechanical teaching method, the argumentative teaching method is a kind of teaching method which takes the teacher and the student as the common teaching subject, and is the student and the teacher to discuss together, thus obtains one kind of teaching method which solves the problem. In the west, the discussion teaching is a kind of teaching mode which is generally respected. The western scholars have carried on the research to the research style teaching early, and obtained the fruitful result. Domestic scholars are also aware of the importance of the research method, but so far, most of the research on this method is a summary of the western research, but the empirical research applied in classroom teaching is very few. This paper introduces in detail the connotation, characteristics and significance of deliberative teaching, analyzes its theoretical basis in many aspects, and summarizes the development of domestic and foreign research teaching methods, on the basis of which, This paper expounds the significance of adopting discussion teaching method in undergraduate class. From the perspective of students, this paper investigates and analyzes the present situation of the discussion teaching in Hunan University and Hunan normal University, and interviews some students. The purpose is to reflect the actual development of the research teaching method in China and the understanding and attitude of undergraduate students on the teaching method. According to the results of the investigation, there are still many deficiencies in the process of carrying out the deliberative teaching. The author analyzes the reasons for the difficulties in the implementation of the deliberative teaching and puts forward some suggestions, hoping to provide a theoretical basis for the reform of college classroom teaching.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G642.4

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