摘要
根据多所高校的学生调查数据和访谈数据,分析了我国本科教学中高阶学习的现状以及促进高阶学习的本科教学实践,并提出"高阶学习挑战模型"。研究发现:(1)我国本科高年级课程比低年级课程更注重高阶学习,虽然统计上差异显著,但实际差异细微;(2)我国本科课程对各项认知能力的强调程度均不及美国,而且在高阶学习方面差距非常大;(3)我国本科高年级课程中的高阶学习教学实践数量少但形式丰富;(4)高阶学习的教学实践对学习者提出了认知维度和情感维度的挑战,对教师以及大学师生关系也提出了新的要求。总之,本文考察了NSSE"高阶学习"量表在我国的应用,揭示了教师在推动学生高阶学习过程中的核心作用,为我国本科教学实践敲响了警钟。
Based on multi-institutional undergraduate student survey data and interview data, mls empirical study analyzes institutional emphasis on higher-order learning and teaching practices that promote higher-order learning. A Higher-Order Learning Challenge Model is proposed in the article. Research findings include： （1） compared with low-level classes, high-level classes lay more emphasis on higher-order learning with statistical significance but little practical significance; （2） compared with American education, Chinese undergraduate courses lay less emphasis on all levels of cognitive abilities and higher-order learning in particular, （3） higher-level undergraduate courses tend to employ multiple forms of curricular practices that promote higher-order learning; （4） educational practices that promote higher-order learning bring challenges for learners both on the cognitive dimension and on the affective dimension, and they also challenge faculty and student-faculty relationship in Chinese undergraduate education. The study＇s implications for future research, educational practices, and higher education policy are also discussed.
出处
《复旦教育论坛》
CSSCI
北大核心
2014年第2期47-53,共7页
Fudan Education Forum
关键词
高阶学习
本科教学
有效教育实践
实证研究
高阶学习挑战模型
Higher-Order Learning
Undergraduate Teaching and Learning
Effective Educational Practice
Empirical Research
Higher-0rder Learning Challenge Model
