论文部分内容阅读
The multi-dimensional integrated teaching method is reflected in the teaching of Ab-original courses by Prof .Georges E .Sioui at the University of Ottawa .The course is an “Introduc-tion to Canadian Aboriginal Societies and Cul-tures”.The practical application of this method is a process which organically combines all kinds of resources during the teaching of the course , and forms a powerful force of the course which effec-tively promotes the successful completion of the course , and the achievement of the teaching objec-tives of the curriculum . At the same time , the method provides an important inspiration and refer-ence for related teaching of national courses and reforms in the universities for nationalities of Chi-na .
Ⅰ.Looking from the perspective of the ob-jectives of teaching the course , its composition is characterized by diversified background . All the students , no matter what their background , learn with strong initiation and consciousness as well as with a high level of class participation and enthusi-asm.
Ⅱ.From the aspect of the aims for teaching the course , it gradually enhances students ’ under-standing of the Canadian aboriginal languages , cul-tures, medicine, native cultural activities, cultural centers and economies .It further helps them to view the status of Canadian history , politics, cul-ture and society within a Canadian multicultural policy background in an objective and impartial way, and promotes cultural understanding among different social groups .At the same time , it also helps the students to have better choices for future occupations , and serve the public better , especial-ly aboriginal people .Of course , it plays an impor-tant communications role for transferring Aboriginal information effectively .
Ⅲ.The effect of the practical application of the multi-dimensional integrated teaching method is obvious .
1 .The participation of multi resources
( 1 ) participation of the Student Learning Service Center of University of Ottawa .It helps students develop reasonable and effective study plans , and guides them to better complete their course of study .Meanwhile , it provides students with the opportunity for a practicum and related employment information during the course .
(2 ) participation of the school library .The library provides some auxiliary services for the teachers and students , such as Aboriginal research books, downloads of electronic resources and relat-ed important research consulting services .It plays a powerful complementary and support function in Aboriginal course teaching .
(3) participation of the student associations . It provides an exchange and learning platform as well as some related important course services for all students .
(4) participation of Aboriginal people .In or-der to let the students have the opportunity to listen to the Aboriginal people from different backgrounds and closely communicate with Aboriginal people , the teacher invites Aboriginal people to participate in the classes .
( 5 ) participation of the community . The community provides indispensable opportunities for students , such as volunteer internships , jobs and training .It helps students to apply , in a timely manner , the knowledge learnt in class into the so-cial practice; to serve the community and indige-nous groups; and to enhance their ability of con-scious learning and judgment about the future choices.
2.The interaction of classroom teaching
Firstly, the interaction between the teachers and students during the course teaching is benefi-cial to promote both teaching and learning , and helps to cultivate the students ’ ability in many as-pects. Secondly, the feedback of curriculum through examination helps students to review and grasp the knowledge , and solve practical prob-lems.
3.The multiple forms of communication after class.
The teacher makes good use of multiple forms of communication after class to complete the course teaching aims.That is, through the teachers ’ of-fice hours , utilization of networks , and the roles of the teaching assistants .These forms of communica-tion really help students to realize the potential of life and cultivate their own ability to think inde-pendently with imagination and flexibility in facing future challenges .It also helps them to a certain extent, to eliminate any strangeness and existing misunderstandings about Aboriginal societies .Fi-nally, it also helps to establish an intangible com-munication network and link between teachers and students .
The impact of teaching the Canadian Aborigi-nal course by the practical application of the multi-dimensional integrated teaching method is rather obvious .It also has implications and experience for teaching national courses in various universities for nationalities of China . Not only do we need to strengthen further the comprehensive utilization of national educational resources in colleges and uni-versities , but we also need to continue to create in-novative education modes and improve the effec-tiveness of national course teaching in colleges and universities for the nationalities of China .
Ⅰ.Looking from the perspective of the ob-jectives of teaching the course , its composition is characterized by diversified background . All the students , no matter what their background , learn with strong initiation and consciousness as well as with a high level of class participation and enthusi-asm.
Ⅱ.From the aspect of the aims for teaching the course , it gradually enhances students ’ under-standing of the Canadian aboriginal languages , cul-tures, medicine, native cultural activities, cultural centers and economies .It further helps them to view the status of Canadian history , politics, cul-ture and society within a Canadian multicultural policy background in an objective and impartial way, and promotes cultural understanding among different social groups .At the same time , it also helps the students to have better choices for future occupations , and serve the public better , especial-ly aboriginal people .Of course , it plays an impor-tant communications role for transferring Aboriginal information effectively .
Ⅲ.The effect of the practical application of the multi-dimensional integrated teaching method is obvious .
1 .The participation of multi resources
( 1 ) participation of the Student Learning Service Center of University of Ottawa .It helps students develop reasonable and effective study plans , and guides them to better complete their course of study .Meanwhile , it provides students with the opportunity for a practicum and related employment information during the course .
(2 ) participation of the school library .The library provides some auxiliary services for the teachers and students , such as Aboriginal research books, downloads of electronic resources and relat-ed important research consulting services .It plays a powerful complementary and support function in Aboriginal course teaching .
(3) participation of the student associations . It provides an exchange and learning platform as well as some related important course services for all students .
(4) participation of Aboriginal people .In or-der to let the students have the opportunity to listen to the Aboriginal people from different backgrounds and closely communicate with Aboriginal people , the teacher invites Aboriginal people to participate in the classes .
( 5 ) participation of the community . The community provides indispensable opportunities for students , such as volunteer internships , jobs and training .It helps students to apply , in a timely manner , the knowledge learnt in class into the so-cial practice; to serve the community and indige-nous groups; and to enhance their ability of con-scious learning and judgment about the future choices.
2.The interaction of classroom teaching
Firstly, the interaction between the teachers and students during the course teaching is benefi-cial to promote both teaching and learning , and helps to cultivate the students ’ ability in many as-pects. Secondly, the feedback of curriculum through examination helps students to review and grasp the knowledge , and solve practical prob-lems.
3.The multiple forms of communication after class.
The teacher makes good use of multiple forms of communication after class to complete the course teaching aims.That is, through the teachers ’ of-fice hours , utilization of networks , and the roles of the teaching assistants .These forms of communica-tion really help students to realize the potential of life and cultivate their own ability to think inde-pendently with imagination and flexibility in facing future challenges .It also helps them to a certain extent, to eliminate any strangeness and existing misunderstandings about Aboriginal societies .Fi-nally, it also helps to establish an intangible com-munication network and link between teachers and students .
The impact of teaching the Canadian Aborigi-nal course by the practical application of the multi-dimensional integrated teaching method is rather obvious .It also has implications and experience for teaching national courses in various universities for nationalities of China . Not only do we need to strengthen further the comprehensive utilization of national educational resources in colleges and uni-versities , but we also need to continue to create in-novative education modes and improve the effec-tiveness of national course teaching in colleges and universities for the nationalities of China .