摘要
"课前预习—课堂讲授—课后练习"这种传统的古代文学课堂结构往往强调系统的知识传授而忽视学生积极参与意识和创新能力的培养;"课前准备—协商会话—教师总结"的研究式教学课堂结构则更强调学生的主体地位和参与意识,真正落实了研究式教学模式中以学生为中心、以学为中心的教学理念。
＂Pre--class work -- classroom teaching -- after--school practice,＂ this traditional class structure of ancient litera- ture tends to emphasize systematic teaching of knowledge while neglecting students＇ awareness of active participation and culti- vation of their creative ability; while the class structure of research--based teaching, ＂pre--class preparation -- consultation session - teachers＇ summary ＂, places more emphasis on students＇ active role and awareness of participation, thereby guaran- teeing the implementation of the student--centered and study--centered teaching philosophy in the research--based teaching model.
出处
《高教论坛》
2009年第8期56-58,共3页
higher education forum
基金
湖南省教育厅教学改革重点资助项目"中国古代文学课程研究式教学模式的探索与实践"(项目编号:2008189)的成果之一。
关键词
古代文学教学
研究式
课堂结构
学生中心
ancient literature teaching
research--based
class structure
student-- centered
