Seventh Research-led Learning and Teaching Programme

    Registration period :2020.08.31 ~ 2020.09.14
    Activity period:2020.09.17 ~ 2020.09.19
    Location:XJTLU
    Host:XJTLU
¥ 4300.00

About

Background

At present, the world is embracing the globalization, the drastic development of the internet and the digital technology is changing people’s channel of gaining and spreading the knowledge. The function of spreading the knowledge in the traditional classrooms has been confronting with the grounded challenges; the focus of teaching should shift the focus from transmitting the knowledge to the application and problem-solving. The universities around the world are discovering the new values, philosophies of the teaching in the new era and the research-led learning and teaching has attracted much attention and recognition, however, there is still controversial to define the essece of research-led learning and teaching.

  • What is research-led learning and teaching and its core objective?

  • How to help students not only to master the knowledge, but also practice their problem-solving skills or even creating the new knowledge through the learning process?

  • How to develop the critical thinking of students and help them to know the ways of learning?

  • How to carry on the research-led learning and teaching in the context of China?

The ILEAD sets up the teachers’ training programme by concentrating on the research-led learning and teaching. From this programme, you will gain:

  • The core values and essence of research-led learning and teaching

  • The methods and ideas of course design of research-led learning and teaching

  • The practice cases sharing of research-led learning and teaching innovation

  • In-depth discussions on common problems of implementing the research-led learning and teaching

     

     

 

Core Modules

Module 1 “Student-Centered” Education Philosophy

  • “Student-Centered” Education Philosophy and System

  • The Essence and Core Objectives of Research-led Learning and Teaching

Module 2 The Foundation for Research-led Learning and Teaching: Learning and Learners

  • Research-led Learning and Students’ Learning Experience

  • Brain, Psychology Experience and the Occurrence of Learning

  • Teachers’ Coach and Students’ Psychology

Module 3 Course Design for Research-led Learning and Teaching

  • Objectives and Assessments Design for Research-led Learning and Teaching

  • Effective Reflection and Evaluation on Teaching

  • Assessment on Teaching Objectives

Module 4 Key Steps in Implementing the Research-led Learning and Teaching

  • Propose the practical questions; search, analyse and integrate the materials, group work

  • Lead the students to study collaboratively for new discovery

  • Develop the “future-oriented” learning environment

  • Apply the educational science and technology to promote the learning

Module 5 Action Learning

  • The Framework of Action Learning

  • Self-assessment by the marking criteria

  • Submit the micro-class video

  • Excellent cases sharing

 

Participants

University teachers and teaching management staff who are devoted to change the traditional spoon-fed teaching pattern and educational innovation; those who passionate on discovering and practicing “Students-Centered” classroom teaching.

 

Training Forms

Lectures, seminars, cases sharing, on-line and off-line courses, round-table discussion

Instructor Biography

Youmin Xi

Xiaojun Zhang

Chen Bing

于昊

张捷

Client Feedback

  • 第七届研究导向型教学公开项目

    回到实际工作中,我会立刻采取如下行动: 1.每门课程和每节课着重确定三级目标; 2.着重针对目标配备考核方式; 3.着重增强学生参与度; 4.合理分配讲授与学生参与

  • 长沙理工大学

    郭镜明教授强调数学教学必须重视概念的本质,这也是我一直都在执行的教学理念,听了他的报告,我明白以后自己需要改善的地方,于昊博士从科幻电影引出数学和物理问题,我以前在教学中利用问题驱动教学法教学时没有很好的引用问题,回家后重新开始,争取用真实的问题来引导自己的教学。

  • 延边大学

    最有价值的内容是文化的融合,正好与我校的校训一致的,可以转化为研究生招生不要强调本科理论背景,还有在课堂上教师满堂灌的现象转换为学生为中心的教学模式,虽然难度较大但是在一堂课上改变也值得。

  • 扬州大学

    研究主导型教学,可以拿贴近生活的研究开始,吸引学生注意力,发挥学生积极性,使其充分发挥学习主动性,让学生大学生活中哪些能力需要提升,让我们在教学中注重学生能力培养,而不是知识的灌输。

  • 吉林大学 郑玉彬老师

    参加第二期研究导向型教学主题研修后对《质量管理与可靠性》所做的改革要点: 1)调整教师与学生的角色、突出学生在教学中的主体地位; 2)重构课程知识、进行研讨式教学方案设计; 3)改革教学方法、丰富教学手段; 4)对于理论基础和质量管理模式两个模块采用主题研讨式教学法; 5)对于技术工具模块采用翻转式课堂教学法; 6)对于核心知识模块采用项目研讨式和翻转式教学法。

  • 北京化工大学 范一强老师

    《计算机辅助设计与制造》课程中改革中,突出了调动学生主动性来主导自身的学习过程的重要性,把老师提出问题,引导学生自学、分组合作讨论和过程性的评价等研究导向型教学的关键过程较好地运用到课程中。

  • 延安大学 曹殿波老师

    实事求是的讲,西浦的办学模式与我们的办学实际还有较大差距。这个差距不仅是办学条件方面的,更有观念方面的。我们的学生、老师、家长,还没有准备好。但西浦的模式无疑是改革的正确方向,我们必须预见当一个公司用重金打造某个专业的核心课程(网课)之后,当人工智能代替了人类的事务性工作之后,我们将如何修改大学的教育目标。因此,我们有必要从现在学着谋划未来,从局部入手,逐渐探索适应未来人才培养需求的教学模式。在这个改革的道路上,西浦的经验是宝贵的,也是值得我们参考的。特别是他们提出的研究导向型的教学值得我们认真体会。

  • 中国海洋大学 吕太锋老师

    三天的培训挺难忘,谢谢班主任,老师们的启发,非常感谢,谢谢学友们愉快的合作,一点心得聊聊:研究导向的教学的本质是设计一些方法让学生学会自我研究,自我学习,重点在于设计怎样的教学形式,而走出教学范围,也可以把这种化被动变主动的“设计”思维应用于生活,比如当我们不想做一些事时如何设计一些方式让我们主动去做这些事情,以个人为例自从家里开始使用电饭煲的预约功能后,我早晨起床的动力增加很多,因为我们晚上放锅里八宝粥料,第二天就不想赖床了(个人喜欢喝八宝粥),教学方法用于生活,让我们也可以实施一些研究导向型生活设计。

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