“自学—指导”模式在武术教学中的运用

文章通过对“自学—指导”教学模式的研究,指出该方法在学生掌握教学内容及培养“终身学习”能力方面比传统的“示范—模仿”式教学具有明显的优越性,教学中运用“自学—指导”法能为推进体院教学改革的深入,提高教学质量提供有益的启示。

“自学—指导”类教学模式的学理分析和应用探讨

基于教学模式的五大要素剖析'自学—指导',可以洞悉其魅力和价值。将其运用在课堂中,符合'学生主体、教师主导'的基本理念,对促进学生学科核心素养发展有着积极的意义。然而'自学—指导'在实践中存在教师把握引导时机的能力不足、学生自学和学生互学的效率低下、讲学稿或导学案编制的质量不高、对素质教育的落实不够全面等问题。对这些问题进行审视和思考,将有助于教学工作者更加客观全面地认识'自学—指导',从而更好地让这类教学模式发挥功效,为教育教学改革服务。

Promoting learner autonomy through strategy-based instruction

Learner autonomy is a matter of explicit or conscious intention. Learners cannot accept responsibility for their own learning unless they have some ideas of what, why, and how they are trying to learn. This paper argues that learner autonomy may be promoted through strategy-based instruction. The intent of strategy-based instruction is to help all students become better language learners. When students begin to understand their own learning processes and can exert some control over these processes, they tend to take more responsibility for their own learning and become more autonomous. Teachers may conduct strategy-based instruction by complementing such activities as preparation, practice, evaluation and expansion.