建构主义在公安交通管理工程教学中的应用
|
摘要
高质量的课堂教学是实现公安院校学生高素质培养的首要环节。为了使公安院校交通管理工程专业课程教学设计与其偏职业化的教育属性达到有机结合,结合公安交通管理工程专业课程特点,分析运用建构主义学习理论进行教学设计的可行性和优势,设计"教师主导-学生主体"的建构主义教学模式,并以交通工程学为例阐述其具体应用过程,研究成果有利于提升教学效果,确保公安院校在传统学历教育的大环境下,向一线输送合格警员。
High-quality classroom teaching is critical to realize the high-quality cultivation of students in public security colleges. In order to integrate the teaching design of traffic management engineering courses with its quasi-professional education attributes in public security colleges, in the article, based on the analysis of the characteristics of traffic management engineering courses into consideration, the feasibility and advantages of the application of constructivism learning theory to teaching design were researched. In addition, a constructivism teaching model was designed, in which teachers were deemed as teaching controller and students were perceived as studying subject. By taking traffic engineering course as example, the application of the model was specified. The research contributes to improve teaching effectiveness, also guarantees the cultivation of eligible police officer to work at the frontline in the context of traditional academic education in public security colleges.
High-quality classroom teaching is critical to realize the high-quality cultivation of students in public security colleges. In order to integrate the teaching design of traffic management engineering courses with its quasi-professional education attributes in public security colleges, in the article, based on the analysis of the characteristics of traffic management engineering courses into consideration, the feasibility and advantages of the application of constructivism learning theory to teaching design were researched. In addition, a constructivism teaching model was designed, in which teachers were deemed as teaching controller and students were perceived as studying subject. By taking traffic engineering course as example, the application of the model was specified. The research contributes to improve teaching effectiveness, also guarantees the cultivation of eligible police officer to work at the frontline in the context of traditional academic education in public security colleges.
引文
[1]刘振军.基于能力导向的公安专业人才培养模式探析[J].教育现代化,2017,4(36):28-30.
[2]管满泉.完善公安院校交通管理专业实践性教学的思考[J].公安教育,2007(7):41-44.
[3]庄华.公安院校案例教学的困境与出路[J].公安教育,2017(5):65-70.
[4]王东庆.讨论式教学法在公安应用写作教学中的运用[J].辽宁警专学报,2010(2):104-106.
[5]毕惜茜.侦查专业实训教学探索——以公安大学侦查专业模拟实训教学为例[J].中国人民公安大学学报(自然科学版),2009(3):92-95.
[6]初彦龙.公安院校微课程教学模式探究[J].辽宁警察学院学报,2016,18(3):112-115.
[7]陈怡.基于混合学习的翻转课堂教学设计与应用研究[D].武汉:华中师范大学硕士学位论文,2014.
[8]丰玉芳.建构主义学习设计六要素在英语教学中的应用[J].外语与外语教学,2006(6):33-36.
[9]朱晓妹,李燕娥,张靖风,张睿.基于建构主义的专业教育和创新创业教育协同发展研究[J].上海对外经贸大学学报,2017(5):87-96.
[10]何克抗.建构主义的教学模式、教学方法与教学设计[J].北京师范大学学报(社会科学版),1997(5):74-81.
[11]王永锋.从“建构性学习”到“学生有效参与”——论课堂教育技术之正业[D].长春:东北师范大学博士学位论文,2009.
[12]何克抗.关于建构主义的教育思想与哲学基础——对建构主义的反思[J].中国大学教学,2004(7):15-18+23.
[13] Gagnon W G, Collay M. Designing for learning:six elements in constructivist classrooms[M].California:Corw in Press, INC., 2001.
[2]管满泉.完善公安院校交通管理专业实践性教学的思考[J].公安教育,2007(7):41-44.
[3]庄华.公安院校案例教学的困境与出路[J].公安教育,2017(5):65-70.
[4]王东庆.讨论式教学法在公安应用写作教学中的运用[J].辽宁警专学报,2010(2):104-106.
[5]毕惜茜.侦查专业实训教学探索——以公安大学侦查专业模拟实训教学为例[J].中国人民公安大学学报(自然科学版),2009(3):92-95.
[6]初彦龙.公安院校微课程教学模式探究[J].辽宁警察学院学报,2016,18(3):112-115.
[7]陈怡.基于混合学习的翻转课堂教学设计与应用研究[D].武汉:华中师范大学硕士学位论文,2014.
[8]丰玉芳.建构主义学习设计六要素在英语教学中的应用[J].外语与外语教学,2006(6):33-36.
[9]朱晓妹,李燕娥,张靖风,张睿.基于建构主义的专业教育和创新创业教育协同发展研究[J].上海对外经贸大学学报,2017(5):87-96.
[10]何克抗.建构主义的教学模式、教学方法与教学设计[J].北京师范大学学报(社会科学版),1997(5):74-81.
[11]王永锋.从“建构性学习”到“学生有效参与”——论课堂教育技术之正业[D].长春:东北师范大学博士学位论文,2009.
[12]何克抗.关于建构主义的教育思想与哲学基础——对建构主义的反思[J].中国大学教学,2004(7):15-18+23.
[13] Gagnon W G, Collay M. Designing for learning:six elements in constructivist classrooms[M].California:Corw in Press, INC., 2001.