大学课程设计自学指南如何设计课程以促进意义深远学习_000002.docVIP

大学课程设计自学指南如何设计课程以促进意义深远学习_000002 　　李康　译 　　 　　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#8226;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。 　　关键词：大学教学；课程设计；意义深远的学习；自学指南 　　中图分类号：Ｇ６４2.3文献标识码：Ａ文章编号：１６７２－００５９（２００8）０1－００72－０9 　　 　　A Self-Directed Guide to Designing Courses for Significant Learning： 　　Designing Courses That Promote Significant Learning 　　L. Dee Fink (author)1， LI Kang (translator)2 　　(1. Instructional Development Program，University of Oklahoma； 　　2. College of Education, Michigan State University) 　　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. 　　Ｋｅｙ ｗｏｒｄｓ： course design; college teaching; significant learning; self-directed guide 　　 　　导言 　　当我们开展教学时，我们从事两项紧密相连却又截然不同的活动。其一，我们设计课程，需要收集相关信息及决定如何讲授该课程。 其二，通过师生互动来完成课程的教学实践。师生互动这一概念在这里是广义的，它包括讲课，课堂讨论，试验课，课业咨询，电子邮件的交流，等等。作为大学老师，为了达到好的教学效果，我们必须能够做好以上两项活动，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。我们大多数人很少有过课程设计方面的训练，做不好似乎顺理成章。加之，