基于建构主义理论的公共管理课程情境创设策略探究

Research on the Strategies of Situational Creation of Public Management Course Based on the Constructivism Theory

在建构主义理论中,"情境"具有至关重要的意义。知识学习的过程都应当在社会文化背景之下进行,因此情境的生成或创设对学习者完成知识意义的有效构建具有关键作用,教师的一项重要任务就是引导或促成情境的创设。公共管理的教学内容与学习者主体经验的契合,公共管理丰富的知识信息有利于情境的生成或创设。在教学过程中,重点探索了公共管理课程的案例情境创设、理论情境创设、历史情境创设、时代热点情境创设四种情境创设策略。在课程评价上,应紧密结合情境创设和学习过程的具体环节,以过程性评价为主,终结性评价为辅,多评价主体参与,对学习全过程进行动态、整体、综合和系统化评价。

In the theory of constructivism,"situation" is of vital importance. The process of knowledge learning should be carried out in the context of social and cultural background, so the generation or creation of situation plays a key role in the effective construction of the meaning of knowledge for learners. One of the important tasks of teachers is to guide or facilitate the creation of situation. The teaching content of public management corresponds to the learners' subjective experience. The abundant knowledge and information of public management is conducive to the generation or creation of situations. In the process of teaching, four strategies are explored, namely, case scenario creation, theoretical scenario creation, historical scenario creation and hotspot scenario creation. In the curriculum evaluation, we should closely integrate the specific links of context creation and learning process, give priority to process evaluation supplemented by summative evaluation, and participate in multi-evaluation subjects to make dynamic, holistic, comprehensive and systematic evaluation of the whole learning process.