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行动学习及其在高中学科教学中的应用

Action Learning and Its Application in the Disciplinary Teaching at High Schools
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摘要 行动学习是一个以完成预定的任务为目的、通过解决实际问题、在同伴支持下持续不断地反思自己的经验、相互学习与提高的过程,它的理论基础是经验学习循环圈理论和建构主义学习理论,实施过程可概括为"四阶六步"。将行动学习应用于当前高中学科教学,使教师成为行动学习顾问,使学生成为解决问题主角,使高中课堂充满生命活力。其实施过程为提出问题、组建团队、制定方案、解决问题、总结评估等五个步骤。行动学习应用于高中学科教学的功效保障在于提高教师专业发展水平、构建和谐的师生关系以及改变专断僵化的学校管理体制。 Action learning is a process of mutual learning and improving which aims to complete scheduled tasks, and rethink one's experience through solving practical problems under the support of partners. The theoretical basis of action learning, the implementation of which can be summarized as "Four Stages and Six Steps", is the experiential learning theory fea- turcd by circulating rings and the learning theory of constructivism. Action learning is applicable to the current disciplinary teaching at high schools, with the effect of making teachers" roles exchanged to consultants, making students be leading actors in solving their own problems and making the class full of life vitality. Its implementation process has five steps, including raising a question, organizing a team, formulating schemes, solving problems and summarizing evaluation. The effectual guaran- tee of applying action learning to disciplinary teaching at high schools lies in improving the teacher's professional level of development, constructing harmonious the relationship between teachers and students, and changing the arbitrary and rigid management system of the school.
作者 尹达
出处 《集宁师范学院学报》 2015年第2期67-72,77,共7页 Journal of Jining Normal University
基金 教育部人文社会科学研究规划基金项目"高考多元录取机制促进普通高中教育多样化发展研究"(项目编号:11YJA880093) 全国教育科学"十二五"规划2011年度教育部重点课题"当前我国高校联考制度研究"(项目编号:GFA111029)阶段性研究成果
关键词 行动学习 高中 学科教学 应用 研究报告 action learning high schools disciplinary teaching application research report
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