摘要
较之以讲授式教学为代表的被动学习,主动学习的教育理念重在突出学生的主体地位,强调学习的主动性、学习过程的参与度和学习结果的有效性。历经三十多年的发展,以反思式停顿、一分钟写作、同伴互评、思考和分享及拼图式讨论等十余种策略为代表的主动学习方法日渐丰富和多样。多年的实证研究表明主动学习对于学生深度卷入学习过程、增强学习动机、促进知识迁移和提升自主学习能力具有显著的效果。在我国大学教学面临着"逃课潮"与"淘课潮"并存、课堂中手机"低头族"日渐增多和大学生学术志趣日益下降等挑战的"互联网+"时代,主动学习对于实质性构建开放、交互、参与、合作、体验和产出式的新型大学课堂无疑具有一定的借鉴价值。
Compared to passive learning (e.g.,lecture method),active learning is student-centered,and focuses on students’ initiative,participatory learning process,and effective learning outcomes.After more than 30 years of development,there are more methods included in the tool kit of active learning,such as clarification pauses,peer review,minute paper,think-pair-share,and jigsaw discussion.Years of empirical studies show that active learning is effective to facilitate students’ learning involvement,motivation improvement,knowledge transfer,and self-directive learning skills.With the challenges of more truant students and online students,more smart phones used in classrooms,and decreasing academic aspiration of college students in China,it is doubtless that active learning is advantageous to establish more open,interactive,participatory,cooperative,experiential,and outcome-based class for universities and colleges.
作者
杨满福
秦炜炜
YANG Man-fu;QIN Weiwei(Nanning Normal University,Nanning,Guangxi 530001;China-ASEAN Vocational Education Research Center,Nanning,Guangxi 530001;School of Education,Soochow University,Suzhou,Jiangsu 215123)
出处
《广西职业技术学院学报》
2020年第2期82-88,共7页
Journal of Guangxi Vocational and Technical College
基金
2015年广西职业教育教学改革研究重点立项“应用信息技术支持和优化中职行动导向教学法的研究与实践”
中国博士后科学基金第64批面上资助项目(项目编号:2018M640467)
苏州大学2017年高等教育教改研究重点招标课题“基于大数据的本科生学习分析研究与实践”的研究成果。
关键词
大学教学
教学方法
主动学习
讲授式教学
University Teaching
Instructional Methods
Active Learning
Lecture Method
