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| On the direction of the "classroom revolution" in universities |
| ZHOU Xu1， ZHANG Yingying2 |
| （1. Center for Higher Education Development, Xiamen University;2. Institute of Education, Xiamen University, Xiamen 361005, China） |
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Abstract The direction of the "classroom revolution" has important guiding significance in the process of the "revolution", and is related to the success or failure of the "revolution". In terms of curriculum content, the direction of the "classroom revolution" should not be from the knowledge classroom to the ability one, but enhance students′ ability by highquality knowledge teaching; in terms of teaching skills, the direction of the "classroom revolution" should not substitute lecture methods for inquiry methods, but improve the teaching level of teachers so that lecture methods and inquiry methods complement each other effectively; in terms of teacherstudent relationship, the direction of the "classroom revolution" should not transit from "teachercentered" to "studentcentered", but realize the unification of "teachercentered" and "studentcentered" through the reasonable realization of the leading role of teachers. The "classroom revolution" is a call at the macro level, but it needs to start at the micro level. Therefore, the innovation of instructional technology should become the focus of the "classroom revolution".
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