摘要
本文认为“两课”教学方面既存在“假缺乏”实效性的误解,更存在“真缺乏”实效性的现实。“假缺乏”实效性的原因是评价标准错位,“真缺乏”实效性的根本原因是授课教师授课时不能有效解决“为什么”“有何用”层次的问题,在分析原因的基础上,提出了进一步增强“两课”教学实效性的具体措施。
The captioned paper argues that in the 'Two Courses' teaching, there exists a real lack of effectuality, despite the misconception of an unreal lack of effectuality. This unreal lack of effectuality results from a misjudging of criteria while the major cause of the lack of effectuality lies in the teacher's ineffectiveness in resolving such questions as 'for what purpose' and 'of what effect' . Various reasons being discussed, feasible measures are also proposed on how to increase the effectuality of the 'Two Courses' teaching.
出处
《防灾技术高等专科学校学报》
2004年第1期27-29,共3页
Journal of College of Disaster Prevention Techniques
