基于“重读”的高校思想政治理论课学习模式探究
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摘要
高校思想政治理论课(下文简称"思政课")是高校传播马克思主义及其相关理论,对当代大学生进行思想政治理论教育的主渠道与主阵地,肩负着培养中国特色社会主义建设事业建设者和接班人的特殊使命。文章基于"重读"(导读、研读、诵读)模式,并结合建构主义知识观、学习观构建高校思想政治理论课的学习模式。与此同时,利用层次分析法,建立了一套与之配套的效果评价体系。
College Ideological and Political Theory Course(hereinafter referred to as "Ideological and Political Course") is the main channel and main position for the dissemination of Marxism and its related theories in colleges and universities, and the ideological and political theory education for contemporary college students. It shoulders the special mission of training builders and successors of socialist construction with Chinese characteristics. This article is based on the "Re-Reading"(Guided Reading, Group Reading and Reciting Reading) model, and combines constructivist knowledge view and learning view to construct the learning mode of ideological and political theory courses in universities. At the same time, using the analytic hierarchy process, a set of supporting effects evaluation system is established.
College Ideological and Political Theory Course(hereinafter referred to as "Ideological and Political Course") is the main channel and main position for the dissemination of Marxism and its related theories in colleges and universities, and the ideological and political theory education for contemporary college students. It shoulders the special mission of training builders and successors of socialist construction with Chinese characteristics. This article is based on the "Re-Reading"(Guided Reading, Group Reading and Reciting Reading) model, and combines constructivist knowledge view and learning view to construct the learning mode of ideological and political theory courses in universities. At the same time, using the analytic hierarchy process, a set of supporting effects evaluation system is established.
引文
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[4]郑太年.知识观·学习观·教学观———建构主义教育思想的三个层面[J].全球教育展望,2006.
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[2]王沛,康廷虎.建构主义学习理论述评[J].教师教育研究,2004.
[3]崔克忍,刘俊琴.建构主义及其主要学习观点[J].教学与管理,2002(7):3-4.
[4]郑太年.知识观·学习观·教学观———建构主义教育思想的三个层面[J].全球教育展望,2006.
[5]陈琦,张建伟.建构主义学习观要义评析[J].华东师范大学学报:教育科学版,1998(1).