论文部分内容阅读
任何改革的最困难之处往往不在于理念的更新、方法的完善等因素,而是存在于具体实施过程中的那些鲜活繁琐的不断变化着的情境和问题。这一特点在高职院校的教学改革工作中体现得尤为突出。现如今所有的一线教师都清楚,学生作为课堂的主体是课堂模式改革的核心,可是一旦面对活生生的教学对象,面对具体的教学内容时,让很多教师犯难的是,做到哪些就可以使学生成为主体?有没有评价的标准?什么是支撑这种“主体性”的基石?本文结合多年的一线经验,尝试从教学对象的角度对以上问题进行解答,以期为更多纠结于此问题上的一线教师提供些可供参考的建议。
Often, the most difficult part of any reform is not the updating of ideas, the improvement of methods, but the constantly changing and complicated situations and problems that exist in the concrete implementation process. This feature is particularly evident in the teaching reform in higher vocational colleges. Now all front-line teachers are clear that students as the main body of the classroom is the core of classroom reform, but once the face of living teaching objects, the face of specific teaching content, so many teachers make it difficult to do what can be So that students become the subject? There is no evaluation criteria? What is the cornerstone of supporting this “subjectivity ” This article combined with many years of first-line experience, try to answer these questions from the perspective of teaching objects, with a view to more entangled in First-line teachers on this issue provide some suggestions for reference.