作　　者：刘茹岚 LIU Ru-lan(School of Accounting and Finance,Xi’an Peihua College,Xi’an,Shaanxi 710125,China)

机构地区：[1]西安培华学院会计与金融学院,陕西西安710125

出　　处：《教育教学论坛》2022年第5期153-156,共4页Education And Teaching Forum

摘　　要：在沟通类课程的教学过程中,由于该课程本身存在实践及应用性强的特点,对教学实施及效果评价造成了一定的困难。通过在教学设计、实施、评价环节引入“话剧项目教学法”,使学习不简单局限于识记,而是在对课程内容解构后,重新编排,根据不同的沟通理论技巧,选择不同的话剧项目节段,将理论学习融入话剧项目。再通过话剧形式让学生将所学理论展示出来,教师与其他学生作为话剧观众,构成“沟通观察共同体”,对不同学生在沟通中存在的问题提出改进意见,从而帮助学生将理论学习融入应用,并进行教学效果测评。In the teaching process of communication courses,due to the characteristics of practice and application of the course itself,there exist some difficulties in teaching implementation and effect evaluation.“Drama project teaching method”is to deconstruct the course content,rearrange it,select different drama project segments according to different communication theory skills,and integrate theoretical learning into drama projects.Through the form of drama,students can show the theory they have learned.Teachers and other students,as drama audiences,form a“communication and observation community”.The improvement suggestions for the problems existing in communication among different students are put forward,so as to help students integrate theoretical learning into application,and evaluate the teaching effect at the same time.

关 键 词：沟通技能 话剧项目 表演方式 协作学习 教学模式 

分 类 号：G642.0[文化科学—高等教育学]