真学习还是假参与?——Presentation在高校课堂教学应用中的问题与改进

Real learning or unreal participation:problems and improvements in the application of presentation in college classroom teaching

Presentation是目前国内高校教学改革中常用的教学形式之一,在各类学科教学中均有不同程度的应用。这种以增强教学双主体互动为主要特征的教学形式,在实际教学中呈现出学生课堂参与深度不足、学习收获不系统、课堂汇报“一言堂”等问题。学生学习是为了完成任务而非获得知识、学生习惯于服从教师权威而非批判性思考、教师教学准备不足与指导环节缺失,以及教学评价的评价主体与形式单一是造成Presenta-tion应用效果不佳的重要因素。提高Presentation的应用效果,需要强化对教学过程的管理,保障Presentation规范实施;改革学业评价方式,促进学生主动思考与合作学习;拓展教学资源供给,为学生自主与合作学习提供更多支持;鼓励教师开展教学行动研究,不断提高教学专业化水平。

Presentation is one of the commonly used teaching forms in the teaching reform of domestic universities,and it has different degrees of application in the teaching of various subjects.This kind of teaching mode,which is mainly characterized by enhancing the interaction between the two main subjects of teaching,presents some problems in the actual teaching,such as the insufficient depth of students′class participation,the unsystematic academic attainment,and the"Monologue".Students learn to complete tasks instead of gaining knowledge,they are accustomed to obeying teachers′authority instead of thinking critically;teachers'insufficient teaching preparation and lack of guidance links;the single evaluation subject and form of teaching evaluation are important factors that cause the poor effect of Presentation application.To improve the application effect of Presentation,we need to strengthen the management of teaching process and guarantee the standard implementation of Presentation;reform the academic evaluation method to promote students′active thinking and cooperative learning;expand the supply of teaching resources to provide more support for students′independent and cooperative learning;encourage teachers to carry out teaching action research and constantly improve their professional level.