教管学的分层次多模式探新——自主互动积累-科学网—博客.pdfVIP

“教、管、学”的分层次多模式探新 —— “自主、互动、积累”良性循环 中国地质大学（北京） 邹顺鹏，邹晓辉 摘要: 如何在课堂上实施“教、管、学”分层次多模式探新？笔者认为：首先，需要认清 事实。在笔者看来，只有自主学习才能做到教是为了不教;因为教无定法、学无止尽，所以 须强调互动并注重积累。然后，分两阶段实施“自主、互动、积累”即“教、管、学”三 环节良性循环方案。本文重点从整体上检验了第一个环节的实际效果，即通过调查对比和 实证分析，科学地验证笔者在2010 秋至 2011 春两学期三个班的大学一年级的公共英语课 尝试“创造性合作型生产式”智慧融通活动的初步结果，为今后进一步系统地认识并全面 推广它打下了具体实践的感性基础。研究结果表明：大学英语课堂“教、管、学”分层次 多模式探新，对学生英语自主学习意识及能力乃至学习兴趣的发展的确有显著影响。 关键词：自主学习，互助活动，知识积累，实证研究 Abstract: How to put into action of a probe into the Multi-Layered, Multi-Modal of Teaching, Management and Learning ”in the classroom? The authors think as follows: First and foremost, we need to know the truth. In the authors opinion, only through autonomous learning can we achieve the result that The Purpose of Teaching Is Not to Teach. Since There Is No Universal Teaching Method and There Is No End to Learning, we must emphasize interaction and focus on accumulation. Besides, we need to put into action of the virtuous circle program of autonomy, interaction and accumulation, which is equivalent to three aspects of Teaching, Management and Learning ”. This article focuses on examining the practical effect of the first aspect from the overall perspective, which means verifying scientifically the preliminary results of The Creative, Cooperative and Productive Activities of Intellectual Integration during the authors ’experiment towards the three public English classes of the freshman in the two semesters from autumn 2010 to spring 2011 through investigation, comparison and empirical analysis. This lays a perceptual solid foundation concerning the practice for further systematic understanding and comprehensive popularization. The results show that: The searching into the Multi-Layered, Multi-Modal of Teaching, Management and Learning ”in the English class does have a significant impact on college students ’awareness and a