篇章数

7

引证文献

0 !

参考文献

53

参与式学习图书

Learning form the field

SSAPID:101-9872-0301-58
ISBN:978-7-5097-0405-9
DOI:
ISSN:

[内容简介] 本书向读者展现了大学教职员、研究人员、非政府机构工作人员、学生和农民如何共同探索切实可行的课程改革方式,展示了课程改进的尝试如何为实践中国现行高等农业教育方针的改革开拓思路和积累经验。

相关信息

丛书名:中国农业大学人文与发展学院学术文库
编 辑:钟纪江;范迎
出版社:社会科学文献出版社
出版时间: 2008年10月
语 种:中文
中图分类:E 军事

 前言

 致谢

 撰稿人简介

 术语表*

 第一章 一次新的旅程

  春天的信息

  大背景(第一部分):中国高等教育面临挑战

   高等教育改革

  大背景(第二部分):能力开发朝着更综合的方向发展

  主流化战略

  启程:参与式课程开发、学习理论和参与式监测评估的应用

   参与式课程开发

   来自成人学习理论的启示

   应用来自学习理论的启示

   参与式监测评估

  良好的开端

 第二章 准备:千里之行,始于足下

  千里之行的第一步

  中国农业大学的课程创建

   行动中的团队合作:按时间顺序

    第一次区域讨论会,2004年北京

    评测学生的兴趣

    课程设计讨论会

   对讨论会的反映

   讨论会指导老师罗尼·魏努力的想法(2005年1月30日)

   中国农业大学人文与发展学院(COHD)工作人员齐顾波的反思(2005年2月1日)

    CBNRM课程计划反馈摘要

  吉林农业大学的课程开发

   互访

   建立工作组

 第三章 2005年中国农业大学的CBNRM课程:一次非凡的旅程

  课程概述

   课程目标

    有用的参考资料

   学习目的

    单元模块1:阐述CBNRM的关键要素

    单元模块2:CBNRM与中国农村现实相联系

    单元模块3:形成CBNRM的行动研究问题

    单元模块4:促进联合行动研究的学习方法

    单元模块5:制定一个CBNRM行动研究计划草案

   课程内容和进度表

   课程指导队伍

    CBNRM课程指导教师特点

    团队成员

   课程的参与式监测评估计划

  课程传授过程

   探索CBNRM的完整图谱(单元模块1)

    拼图游戏:新旅程的开始

    展望课程梗概,识别学习目的

    探索CBNRM的实践和理论

   走向实地(单元模块2)

   从行动到反思(单元模块3)

   学会共同工作(模块4)

   走向综合(模块5)

  课程评估

   学生的评估

   指导老师的自我评定

  回顾研讨会

  下一步

  我们的学习:回顾和展望

 第四章 2006年中国农业大学的CBNRM课程:做课程的主人

  CBNRM研究的意义

   为什么是以社区为基础的自然资源管理?

   为什么要开设CBNRM课程?

  学习目的

  2006年指导老师队伍

  课程内容和进度表

  课程传授

   模块1:阐述CBNRM

   模块2:在中国农村的联合行动学习

   模块3:实地经验的比较分析

   模块4:文献阅读和综述(仅限于博士研究生)

    练习4.1:选择和审慎地阅读CBNRM文章(指导老师指南)。

    练习4.2:展示和讨论文献综述(指导老师指南)

   模块5:撰写行动研究计划书、澄清一些问题和疑问

  2006年课程后记:明确研究问题

  课程回顾

   课程评估的部分结果

   意外收获

 第五章 2006年吉林农业大学的PRD课程:并肩开拓

  课程开发的动因

  从北京到长春:学习成功经验

   杨嬛撰写的一幕角色扮演,2006年9月

    背景

     第一幕(A和B)

     第二幕(A、B、C、D):

  PRD课程内容

   模块1:阐述参与式农村发展方法的概念、原则、方法

   模块2:在吉林省的联合行动学习

   模块3:对联合行动学习的思考

   模块4:设计一个参与式农村发展行动研究计划书

  课程指导老师队伍

  课程内容和时间表

  课上所感

   模块1和2

   参与的意义

   走向实地

   模块3:回到课堂

   模块4:尝试将学习结合到一个行动—研究计划书中

  课程评估

  反思

  下一步:PRD课程与实地论文研究相结合

  后记:课程结束6个月后,吉林农业大学学生的反馈意见

 第六章 奖学金资助计划:求知乡土

  以CBNRM和PRD为基础的奖学金计划

  奖学金资助计划的构思

  第一轮奖学金的申请

   第一轮荣获奖学金的研究计划书标题(2006年6月)

  铸造共同的特性:系列交流研讨会

   参与式监测评估计划

   实地经验:学生在全国各地的实地工作的感受

  第二轮奖学金的申请

   第二轮荣获奖学金的研究计划书标题(2006年12月)

  第一年的奖学金项目的结束

  反思

   应该继续做什么

   应该进一步加强什么

  后记

 第七章 学习历程的总结:赠予梦想之礼

  我们学到了什么

  边干边学:培养专业技能

  脚踏实地:理论联系实践

  方法的多样性

  团队合作的力量

  团队指导/教学的乐趣

  变革

  推进机构改革

  推动农村发展

  挑战

  后记:2006年9月29日

 序文

本书以详实的、第一手材料展示了中国高等农业教育中参与式学习和课程体系建设的改革创新活动。在此创新中,大学教师、学生、政府部门、非政府组织和研究者共同设计、讲授课程,共同监测评估课程的过程和效果,并将课程学习与学位论文研究相结合,鼓励学生进行长期的、深入的实地研究。该创新避免传统灌输式的消极学习模式,而是注重学习者的学习主动性,强调团队合作、在行动中学习,并在创新过程中形成多方利益主体合作的机制。这种新型的参与式学习模式关注师生之间的平等关系和深入互动,并注重将教学过程和研究过程相结合,为提高学习者的探索创新能力、理论联系实践的能力、团队学习的能力等构建适时的、广阔的和有效的支持空间。本书以作者的亲身经历详细地描述了该创新的产生和发展过程,并强调了在该过程中各参与者的参与动机、视角、以及个性等方面的动态性和复杂性,本书还阐述了创新的初步成果以及目前所面临的挑战和机遇等。本书适用于国内外农村发展研究的老师、学生、发展实践的管理者和工作人员、发展研究者以及高校的管理者等。

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