“计分式”教学课堂:师生姿态、设计技巧与问题预警

“Scored” Classroom Teaching: Teacher-Student Attitude, Design Skills and Problem Alarming

高校的教学过程不单纯取决于教师,但教师在其中扮演着重要角色。教师在课堂上不仅是演讲者也是管理者,课堂秩序的好坏与教师的管理能力呈正相关关系。为了奖励学生在课堂上的表现,教师需要通过为学生的表现计分的方式激励学生参与到教学过程中,这种"计分式"课堂管理方法适用于任何性质的课堂,计分的内容可以由教师灵活掌握。教师负责制定制度,学生只要在制度规定的范围内有所表现,就能够大概知道自己的平时成绩,成绩管理的主动权由教师转移给了学生,让具有得高分愿望的学生能够在教学班内脱颖而出。思政课课堂的班额较大,上课出现提前占座现象和让学生保持较高注意力听课非常不容易。这需要教师在备课过程中将课内环节与课外环节紧密整合在一起,同时要将教学环节分割为理论讲授与主题讨论两个方面,并将前者整合到后者中。在课堂上创造回答问题的竞争机制,这种创新型教学方法会增加教师的工作成本,要求教师不仅要将课内学时利用好,还要高效率地安排好学生的课外学习,在教学过程中形成记录平时成绩的有效方法,在讨论选题的难度、普适性等诸多环节上精心设计,全面掌握理论并在理论与实践的整合能力方面具有更高水平。与常规教学方法相比较,教师在教学环节中需要把控好诸多节点,才能将提升教学效率的愿望变成现实。

Teaching effectiveness does not merely depend on college teachers, but teachers play an important role in it. Teachers in the classroom are not only the speaker but managers. Class order is positively correlated with teacher’s management. It is recommended that teachers encourage students’ participation by scoring their performance in class and teachers decide what and how to score. The scores will be taken as the teachers’ evaluation in the formative assessment. The size of the class of ideological and political theory courses is often huge, which poses difficulty for attracting the attention of the students. To solve this problem, teachers need to employ their design skills by integrating the in-and out-class teaching procedures and embedding theoretical instruction in group or class discussion. Teachers need to be careful in deciding on the difficulty and universality of the selected topics for discussion. Compared with conventional teaching methods,"scored" classroom teaching requires teachers to well control many nodes in the teaching process so as to enhance teaching efficiency.