【作者】 邵士权；

【导师】 别敦荣；

【作者基本信息】 华中科技大学 ， 高等教育学， 2011， 博士

【摘要】 教学方法是教学活动的基本要素,是增强教学效果和提高人才培养质量的重要手段。教学观念、教学内容、学习需求、管理制度等通过教学方法而发生联系,产生教育影响。各种教学要素之间的冲突和矛盾最终交汇于教学方法,从而使高等学校教学活动充满活力和魅力。但随着我国高等教育规模日益扩大、教学内容不断更新、教学环境更加开放、信息技术迅速发展,“精英化”高等教育时代所形成的现行教学方法已不能适应新需要,必须改革创新。本文的主题或目标是研究我国的高等学校教学方法创新理论与实践问题,为实现研究目标,对教学方法的现状和教学方法需求进行了问卷调查,同时从教学名师、高校获奖教学成果等途径剖析有效的教学方法,得出教学方法创新的根本就是寻求有效的教学方法。全文包括教学方法现状研究、教学方法本质研究、有效教学方法研究、教学方法创新理论研究和教学方法创新策略研究五个部分。聚焦教师、学生和他人的三维角度不难发现,教学方法永远是一项遗憾的艺术,即教学方法在不同感知状态和感知主体评判下,只有更好没有最好,遗憾与不满意永远存在。我国高校教学方法现状是教师和学生对有效教学方法的要求愿望不高、对教学方法重要作用认识不足、我国高校教学方法来源路径逼仄、提高师生教学方法素养措施不力。教学方法研究应以课程为逻辑起点、以活动为基本场域、以目标实现为基本考量、以整体论哲学思想和复杂科学理论为指导。传统的教学“过程论”易使教学方法陷入“历时线性”的认识局限,而教学“活动论”可以从活动空间和范畴全视角审视教学方法状态及其创新,进而建立认识高等学校教学的“活动场域”的观念。可感性、内隐性、双重性、微观性、复杂性、丰富性是高等学校教学方法的基本特点。教学方法创新的价值在于寻求有效教学方法。有效教学方法的起源是不同教学主体的理想性需要与不满现实教学表现的博弈,评判某种教学方法是否有效需要从多维角度、坚持基本标准进行综合考量,教师和学生都是有效教学方法的创造主体或责任者。实现教学方法的有效性必须同时满足教师、学生的需要,又能契合教学内容,适应教学管理。一般工具论、认识论思想导致教学方法研究和应用存在功利主义、单向认识局限,用价值论及“强互惠理论”拓展教学方法研究思维很有必要。价值论的多元主体及“主体间性”可以改变一般认识论中主体—→客体的单向认识模式。教师和学生在教学活动中的“价值实现”和“感受共轭”是认识高校教学方法及判断其有效性的重要理论基础。时间、对象、范围是教学方法创新的三个逻辑起点,科学性、相对性、适切性、开放性、公利性则是教学方法创新的五项基本原则。创新体制机制、创新路径选择与评价、创新教学文化是决定教学方法创新实践的三个基本策略。实现教学方法创新的途径与方法包括组合、分离、还原、移植、逆反、强化、合作等,评价教学方法是否具有创新性可以从批判性、挫折性、丰富性、关联性等方面加以考察。建立和完善教学方法创新体制机制、加强以教学学术文化和教学管理文化为主体的教学创新文化建设是促进教学方法持续创新的根本保障。更多还原

【Abstract】 Teaching method is the essential element in teaching and learning, and it is an important means to improve teaching effectiveness and heighten quality of talent development. Teachers’teaching ideas, teaching content, students’ learning needs and management control systems might be inter-related, thus triggering the educational influence. A variety of teaching conflicts and contradiction between the teaching factors converged on the methodology, which makes a livingness and highlight in college teaching activities. With the ever-increasing scale of higher education, the updating of teaching content, the opening of teaching environment, and the development of information communication technologies, the teaching method cannot meet the new diversification, and it must be innovated.The topic is studying on the theory and practice to innovate teaching methodology, and research includes status of teaching methods, the essence of teaching methods, effective teaching methods, innovative theories and strategies of teaching methods.Focused on three-dimensions in teachers, students and others’views, the dissertation comes to the basic proposition-teaching art will always be a regret, namely teaching method is only better not best in different sensation conditions and under sensation main body judgment, the regret and dissatisfaction is permanent. There are a few basic questions about college teaching: teachers and students do not have high aspirations to the requirements of effective teaching methods, not convinced of the important role of teaching methods, the path of teaching methods is narrow, measures to improve literacy of teaching methods is inadequate.Based on the holism and complexity sciences, researching teaching method must adhere to take the curriculum as the logical beginning, activity as the basic field, and the goal realizing as the basic consideration.There is some "diachronic linearity" limitations in teaching "process", and the thinking of "activity" might lead to study the state and innovation of teaching methods from the whole space and category, made the "field activities" about higher education. Perceptible, connotative, dual, micro, complex, rich are the basic characteristics to understand teaching methods.To answer what is the value of innovative teaching methods entails how to find what kind of effective teaching methods. The author thinks that the origin of effective teaching method is conflicting needs of the ideal in different main body, they are dissatisfied with teaching performance, and assessing whether or not some teaching methods are effective needs to be judged from multi-dimensional perspectives. The effectiveness of teaching method must meet the needs of teachers and students, but also fit the teaching content, to adapt to teaching management.Based on the Organon and Epistemology,utilitarian and one-way understanding in researching teaching methods. It is necessary to research teaching methods under the Axiology and "strong reciprocity theory". The author thinks that much attention should be paid to the "inter-subjectivity" in teaching activities, at the same time, the narrow epistemology of subject→object model may be abandoned. The "value realization" and "feel conjugation" of teachers and students is an important theoretical innovation of this dissertation. According to this tentative study, the author put forward three logic beginnings about innovating teaching method (time, object and scope) and five principles (scientific, relativity, fitness, openness and public).The innovation system and mechanism, innovation path and evaluation, and innovation teaching culture focusing on innovative practices. Especially for the path of innovation and evaluation, the author found out the ways to innovate teaching methods, such as combination, separation, reduction, transfer, rebellious, strengthen and cooperation, and made some basic principles for innovation and evaluation:criticism, setbacks, richness, relevance. As sustainable methodological innovation construction, the teaching academic culture and the teaching management culture must be strengthened.更多还原