| 哈佛大学基于活动学习课程的演绎与发展 |
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| 引用本文： | 管琳.哈佛大学基于活动学习课程的演绎与发展[J].韩山师范学院学报,2014(5):98-103. |
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| 作者姓名： | 管琳 |
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| 作者单位： | 汕头大学高等教育研究所,广东汕头,515063 |
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| 摘 要： | 哈佛大学基于活动学习课程开发的理论源于教育哲学上的两种思想对抗，其课程的核心框架由“实践学习”、“实践教学法”两大理论构成，其特点是突出实践的操作性。经过2005年以来的不断探索与实践，哈佛大学在社会和自然领域开设了具有校本特色的活动学习课程，经相关组织的评估，其发展具有较好的前景。活动学习课程的开发为学习化课程理论提供了一个典型的实践范例，促进了学习化课程的建构和发展，对我国大学构建“课内外一体化”的课程模式有启发和借鉴作用。
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| 关 键 词： | 哈佛大学 活动课程 实践教学 |
Deduction and Development of ABL Courses of Harvard University |
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| GUAN Lin.Deduction and Development of ABL Courses of Harvard University[J].Journal of Hanshan Teachers College,2014(5):98-103. |
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| Authors: | GUAN Lin |
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| Institution: | GUAN Lin(Higher Education Research Institute, Shantou University, Shantou, Guangdong, 515063) |
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| Abstract: | Activity-Based Learning Courses of Harvard University theoretically derives from a debate in educational philosophy：that is ,the role of theory versus practice.The central purpose of ABL Courses of Har-vard University is to promote the integration of academic work and experience, thereby promoting the quality of education of universities and colleges. ABL Courses have constructed“Praxis Learning” and “Praxis Ped-agogy”theoretical frames with a feature of highlighting its curriculum implementation. Through constant re-searches and practice since 2005, Harvard University has developed a series of ABL Courses with its own char-acteristics in the areas of social and natural science. There will be a good prospect for its development through relative assessment .It provides a practical case for supporting the theory of learning curriculum,promoting the development and construction of learning curriculum.It plays the enlightening role in the study of“integrative education curriculum”models and affords us experience. |
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| Keywords: | Harvard University ABL Courses Praxis Pedagogy |
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