摘要
传统的公共教育学教学主要遵循一种从知识到实践的演绎式教学思维逻辑,这种逻辑益于知识的体系性表达,但却不利于教育学课程价值的彰显。问题导向的专题教学是在原教材内容体系基础上的知识体系再创造,是通过对传统的教学内容进行调整、合并、删减、补充,最终形成既有内在联系又相对独立的系列专题教学内容的教学形式,其突出特点是教学内容问题化、理论知识专题化,焕发了教育学课堂的激情与活力,体现了演绎与归纳式教学思维逻辑相结合的教学特点。
Pedagogy teaching mainly follows knowledge-to-practice deductive teaching logic, which is conducive to presenting systematic knowledge, but not conducive to highlighting the value of this course. The problem-guided subject-oriented teaching model is a recreation of the original textbook by adjusting, merging, omitting and complementing the traditional teaching contents, and the final model is a subject-oriented one composed of various topics both interrealted and independent. And as a result, the new model is characerized with problem-guided contents and subject-orieneted theoretic konwlesge. In this way, the Pedagogy Teaching classroom is alive with enthusiasm and vatality and the teaching process is a good reflection of the integration of deductive and inductive teaching logics.
出处
《重庆三峡学院学报》
2012年第2期147-150,共4页
Journal of Chongqing Three Gorges University
基金
重庆三峡学院高教改革项目"<教育学>课程一体化改革与实践"(W0933059)成果之一
关键词
专题教学
公共教育学
教学设计
subject teaching
Pedagogy Teaching
teaching design
