略谈“问题教学法”在我国高等教育教学中的应用

摘要

[Objective] Explore the educational teaching in col eges and universities of our country "question teaching method" application and promotion. [Method] With historical retrospection and analysis of Chinese and western "question teaching method" on the beginning, development and evolution, analysis and synthesis, such as deductive and inductive methods, interpretation of China's current university "question teaching method", not so good ap-plication of the objective and subjective factors, other factors, as wel as response measures. [Result] The current teaching in col eges and universities in our country "question teaching method" has not achieved good results or good application or popularization of China's higher education institutions, concepts and ways of teaching evaluation and teaching mechanism of objective factors, but also teacher and student's own subjective factors. [Conclusion] Our col-leges and universities must improve "question teaching method" in the status and role of education in the teaching of teachers in educational and teaching practice, to al ow students to learn how to find the "issues", raise "problems" efforts, and properly regulate "question teaching method" class implementa-tion.%[目的]探讨在目前我国高校教育教学中“问题教学法”的应用以期推广。[方法]用历史追溯法，分析中国、西方“问题教学法”的发端、发展和演变，用分析和综合、演绎和归纳等方法，阐释我国目前高校“问题教学法”应用不尽人意的客观因素、主观因素、其他因素以及应对的措施。[结果]我国目前高校教育教学中“问题教学法”没有取得良好效果及很好应用和推广即有我国目前高等教育体制、观念、教学评价方式及授课机制等的客观因素制约，也有教师和学生自身的主观因素制约。[结论]我国高校要提高“问题教学法”在各类教育教学中的地位和作用，教师在教育教学实践中，要在让学生如何学会发现“问题”，提出“问题”上下功夫，并要妥善管控“问题教学法”的课堂实施。