作　　者： ;

机构地区： 华南师范大学

出　　处： 《教育研究》 2011年第12期 103-106,共4页

摘　　要： 基于导生制的主题教学需要对导生进行选拔和培训，确定教学主题和学习目标，进行教学的环境和资源设计，以及构建主题教学的教学框架等。在华南师范大学传播学本科专业“跨文化传播”课程教学中以“美国多元文化教育”为主题，以研究生为导生，以“教师、导生、学生”三位一体开展的基于导生制的探究学习，提高了学生的自主学习、探究学习、合作学习能力和自；茂发展能力。 Monitorial-system-based theme instruction needs to select and train the monitorial student, confirm instruction theme and learning objective, design instruction environment and resources, and construct the framework of theme instruction. With the ＂pluralistic cultural education of America＂ as the theme, with the graduate students as monitorial students, with ＂teacher, monitorial student, student＂ three-in-one, the inquiry-based learning carried out in ＂cross-euhural communication＂ curriculum teaching of the undergraduate specialty in Huanan Normal University has improved the ability of students＂ self-regulated learning, inquiry learning and cooperative learning, and self-development as well.

关 键 词： 导生制 主题教学 教学设计

分 类 号： [G424]

领　　域： []