| 大学课程设计自学指南:如何设计课程以促进意义深远的学习(续) |
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| 引用本文： | 迪·芬克,李康.大学课程设计自学指南:如何设计课程以促进意义深远的学习(续)[J].复旦教育论坛,2008,6(2):85-88. |
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| 作者姓名： | 迪·芬克 李康 |
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| 作者单位： | 1. 奥克拉荷马大学教学发展项目部
2. 密西根州立大学教育学院 |
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| 摘 要： | 作为大学老师,为了达到好的教学效果,我们必须能够做好两项活动,既要做好课程设计,又要做好师生互动。就这两项活动而言,我们的课程设计能力常常是制约因素。《创造意义深远的学习经历:大学课程整合设计方案》一书作者,美国奥克拉荷马大学教学发展项目部主任迪.芬克博士撰写了一份大学课程设计的自学指南,旨在给大家介绍一套系统有效的课程设计程式,帮助大家学会怎样进行课程设计。指南包括课程整合设计的三个主要阶段,每阶段包括开篇的介绍性评价,读者可以加以使用的工作簿,以及读者在课程设计过程中可以对自己提出的一些问题,以对自己的设计实践进行推敲。
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| 关 键 词： | 大学教学 课程设计 意义深远的学习 自学指南 |
| 文章编号： | 1672-0059(2008)02-0085-04 |
| 修稿时间： | 2007年11月13 |
A Self-Directed Guide to Designing College Courses: Designing Courses That Promote Significant Learning(continue) |
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| L.Dee Fink and LI Kang.A Self-Directed Guide to Designing College Courses: Designing Courses That Promote Significant Learning(continue)[J].Fudan Education Forum,2008,6(2):85-88. |
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| Authors: | LDee Fink and LI Kang |
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| Institution: | .Instructional Development Program; University of Oklahoma;;College of Education; Michigan State University |
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| Abstract: | In order to increase the quality of teaching,we,as college teachers,need to engage in two closely related,but distinct,activities.First,we design the courses by gathering information and making a number of decisions about the way the courses will be taught.Second,we engage in teacher-student interactions as we implement the courses we have designed.However,of these two activities,our ability to design courses well is usually the most limiting factor.Dr.Fink,the author of Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses,has designed A Self-Directed Guide to Designing Courses for Significant Learning,intending to provide a practical guide for college teachers to draw upon for their course design.In this guide,three major phases of course design are included,with each having introduction,worksheet and a list of questions that can be raised in course designing process. |
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| Keywords: | course design college teaching significant learning self-directed guide |
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