摘要
《外国建筑史》是一门建筑学、城乡规划学本科阶段的重要专业核心理论课程,讲授史实是其主要教学方式,被动听课使学生的学习效果大打折扣。如何激发学生以史为据、不断质疑、探究,培育其批判性思维,是教学改革极具挑战性和价值的方向。参考加里森的批判性思维过程模型和保罗的批判性思维元素及评价模型,围绕现代建筑派的教学进行实验,通过提出问题、建立框架、深入研究、建构结果4个阶段,依据一定标准、依次培育学生不同的批判性思维元素,学生的学习热情、讨论积极性高涨,课堂交互讨论时学生提问的数量和质量有较大改善,反映出其批判性思维能力的提升。建议建立更系统的批判性思维培育模式,进一步提升培育效果。
"Foreign Architecture History"is an important core theory course.The way the course is taught is teaching historical facts,which makes the effect of learning is greatly reduced while the students only passively listen to the teacher’s.How to arouse students to take historical facts as a basis to constantly question and explore and to train their critical thinking skills is a challenging and valuable direction of teaching reform.Referring to Garrison’s Critical Thinking Process Model and Paul’s Critical Thinking Element Model,an experiment around the Modern Architecture School was conducted.Four stages of questioning,setting up framework,studying intensively and constructing conclusions were included in the experiment,and different critical thinking skills were trained in different stages.The students’enthusiasm for learning and discussion rose high and the quantity and quality of students’questions in the class interactive discussion was greatly improved which showed the enhancement of the students’critical thinking ability.It is suggested that a more systematic critical thinking training mode established.
出处
《中国建筑教育》
2019年第1期5-10,共6页
China Architectural Education
基金
湖南大学教学改革专项基金:批判性思维培育视角下的《外国建筑史》教学改革研究
关键词
批判性思维
过程
元素
标准
教学实验
Critical Thinking
Process
Elements
Standards
Training Experiment
