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对分课堂:大学课堂教学改革的新探索
PAD Class:A New Attempt in University Teaching Reform
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中文关键词高等教育  对分课堂  大学课堂教学  内化吸收  过程性评价  学习需求
英文关键词Higher Education  PAD Class  University Classroom Teaching  Assimilation  Formative Assessment  Need for Learning
基金项目
作者单位
张学新 复旦大学社会发展与公共政策学院 
中文摘要
      针对当前高校课堂存在的主要问题,结合讲授式课堂与讨论式课堂的优点,提出了名为“对分课 堂”的课堂教学改革新模式。其核心理念是分配一半课堂时间给教师讲授,另一半给学生讨论,并把讲授和 讨论时间错开,让学生在课后有一周时间自主安排学习,进行个性化的内化吸收。对应的考核方法强调过程 性评价,并关注不同的学习需求。试点教学表明,对分课堂有效增强了学生学习的主动性,教学效果良好。对 分课堂有可能是一种适合中国国情的高校课堂教学模式,值得进一步尝试和推广。
英文摘要
      To address major problems in current university classroom teaching, the paper proposes PAD Class (Presentation-Assimilation-Discussion) as a new teaching method combining the advantages of lecture and discussion. The key idea is to allocate half of the class time to teacher's presentation and the other half to students' discussion. The presentation and discussion are separated so that students can have one week in between for self -paced and individualized assimilation. The corresponding learning assessment emphasizes formative evaluation and takes diversified learning needs into consideration. Results from pilot testing indicate that this new method enhanced students' active learning and produced good learning effects. The PAD Class is worthy of further testing and spreading as it may be a classroom teaching method suitable to the conditions of Chinese universities.







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