大学课堂革命何以可能——研究性教学的旨趣、实践及其挑战

提升大学课堂质量是打造一流本科教育的应有之义。当前我国大学课堂亟待经历一场“静悄悄”的革命,但课堂革命何以可能则是学术界与实践界共同面临的一道难题。这场课堂革命突破口在于研究性教学,根本旨趣在于借助立体课堂重新定义大学课堂,从传统单维课堂走向新型立体课堂。研究性教学的实践策略在于运用分类思维重新形塑大学课堂,从笼统的教学模式走向多样化和可选择的教学模式,包括田野式教学、研讨式教学、案例式教学、实验式教学以及启发式教学等。研究性教学的主要挑战在于如何破除教师与学生的主体性恐惧以及学校层面的资源配置问题与制度性阻滞,从改革伦理的视角重思大学课堂革命并重新为大学课堂注入改革的动力。

The Possibility of University Classroom Revolution:The Purport,Practice and Challenge of Research-based Teaching

To improve the quality of university classroom is the essential meaning of building a first-class undergraduate education.At present,the university classroom in China needs to experience a“quiet”revolution,but the possibility of classroom revolution is a common problem faced by the academic and practical circles.The breakthrough of the classroom revolution lies in the research-based teaching,and the fundamental purpose is to redefine the university classroom with the help of three-dimensional classroom,from the traditional one-dimensional classroom to the new three-dimensional classroom.The practical strategy of research teaching is to reshape the university classroom by using the classified thinking,from the general teaching mode to the diversified and optional teaching mode,including the field teaching,discussion teaching,case teaching,experimental teaching and heuristic teaching.The main challenge of research teaching lies in how to break the subjective fear of teachers and students,as well as the problem of resource allocation and institutional block at the school level.The university classroom revolution has to be reconsidered from the perspective of reform ethics and the reform power has to be brought into the university classroom.