曲靖师范学院学报 ›› 2019, Vol. 38 ›› Issue (1): 42-46.

• 中国高等教育现状与发展研究 • 上一篇    下一篇

从教到学:高校本科生思想政治理论课教学模式的改革——以学生为中心的视角

肖京林1,熊思远2   

  1. 1.曲靖师范学院 教师教育学院,云南 曲靖 655011;
    2.云南大学 马克思主义学院,云南 昆明 650000
  • 收稿日期:2018-07-22 出版日期:2019-01-26
  • 作者简介:肖京林,曲靖师范学院教师教育学院讲师,博士,主要从事高等教育和思想政治教育研究。
  • 基金资助:
    2016年度云南省马克思主义理论研究和建设工程及哲学社会科学重点项目“道路自信、理论自信、制度自信、文化自信的科学内涵及其辩证关系研究”(ZDZZD201601);曲靖师范学院2013年度校级科研项目“新公共管理视阈下地方高师院校内涵式发展研究”(2013QN004)

“From Teaching to Learning”:The Reform of Teaching Model of Ideological and Political Theory Course for undergraduates——From the Perspective of the Theory of “Student-Centered”

Xiao Jinglin1, Xiong Siyuan2
     

  1. 1.Teacher Education College Qujing Normal University,QuJing Yunnan 655011,China;
    2.Marxist College Yunnan University, Kunming Yunnan 650000,China
  • Received:2018-07-22 Published:2019-01-26

摘要: 当前,我国高校本科生思想政治理论课面临着外部环境的挑战、传统的“以教师为中心”教学模式的桎梏和本科教学的特殊性的要求,亟需创新思想政治理论课的教学模式。“以学生为中心”,即“以学生发展为中心、以学生学习为中心、以学习效果为中心”,此种教育理念与思想政治教育的终极目标相契合。借鉴“以学生为中心”的理论,探索我国高校本科生思想政治理论课的改革路径,即实现由“教”到“学”的教学理念的转型,由“单一抽象性”向“多元实用性”的教学内容的创新,由以讲授为主导向多元方法的改革,由结果性评价向过程性评价的变革。

关键词: 本科生, 思想政治理论课, 以学生为中心, 改革

Abstract: Nowadays in Chinese universities the course of “Ideological and Political Theory” for undergraduates has faced the challenges of exterior environment, the dilemma of the “teacher-centered” teaching model and the special need of undergraduates. Then the course of “Ideological and Political Theory” should be changed its pattern of teaching. The theory of “student-centered” means that “student's development centered”,”student's learning centered” and “student's leaning outcome centered”. This educational idea macthes the final goal of the education of ideological and political. Therefore, according to the theory of the “student-centered”, the approaches to reform the course of ideological and politcal are: transfrom the idea from “teaching” to “learning”, innovate the teaching material from the “singleness and abstract” to the “diversification and practicability”, change the teaching methods from the “lecture-centered” to pluralism, reform the resultant appraisal system to procedural appraisal system.

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