<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">ETI</journal-id><journal-title-group><journal-title>Education and Teaching Innovation</journal-title></journal-title-group><issn>2995-4894</issn><eissn>2995-4908</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/ETI.2025050018</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>以学生为中心的内涵、逻辑及实践路径</title><url>https://artdesignp.com/journal/ETI/3/5/10.61369/ETI.2025050018</url><author>黄文静,赵艺,于娜</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>3</volume><issue>5</issue><history><date date-type="pub"><published-time>2025-05-20</published-time></date></history><abstract>本文旨在探讨&amp;ldquo;以学生为中心&amp;rdquo;的教育理念，围绕它的内涵、逻辑和实践路径展开详细阐述。通过分析学生的主体性、需求、个性化发展以及教师在这一过程中的角色转变，提出具体的教学策略和评价机制，为实现学生的全面发展提供理论参考和实践指导。</abstract><keywords>以学生为中心,教育理念,主体性,教学策略,评价机制</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]陈威.建构主义学习理论综述[J].学术交流,2007,(03):175-177.&amp;nbsp;[2]李恋.&amp;ldquo;以学生为中心&amp;rdquo;教育理念的内涵解析[J].黑龙江教育(高教研究与评估),2014,(03):56-58.&amp;nbsp;[3]Iloka C P. Student-Centeredness in Teaching and Learning Process for Effective Performance[J]. IJOLACLE, 2023, 4: 67.&amp;nbsp;[4]蹇千东.以学生为本:当前高校思想政治教育的价值取向、目标选择与实现路径[J].四川师范大学学报(社会科学版),2007,(06):87-92.&amp;nbsp;[5]廖兰,王晓静.运用好马斯洛需要层次理论,调动学生积极性[J].文教资料,2018,(04):193-194.&amp;nbsp;[6]Francesco Negro,Mounia Heddad Masson,Ulrich Beuers.EASL Schools of Hepatology: Pioneering the flipped classroom model and blended learning in medical education[J].&amp;nbsp;JHEP Reports,2025,7(1).&amp;nbsp;[7]雷琼.&amp;ldquo;以学生为中心&amp;rdquo;的教育理念辨析与实践重构[J].科教导刊,2024,(19):49-51.&amp;nbsp;[8]Rahman I, Kaema M T, Nurhapipah N, et al. Systematic Literature Review: Analysis of Project-based Learning Models from Elementary to High School[J]. Al-Ashri:&amp;nbsp;Ilmu-Ilmu Keislaman, 2024, 9(2): 53-66.&amp;nbsp;[9]杨军,李作芳.实施个性化教学策略促进学生个性化发展[J].湖北教育,2004,(03):34-35.&amp;nbsp;[10]Rogers C R. On becoming a person: A therapist&amp;rsquo;s view of psychotherapy[M]. Houghton Mifflin Harcourt, 1995.&amp;nbsp;[11]杨秀丽.课外实践活动,让学生体验更加深刻[J].考试周刊,2011,(48):80-81.&amp;nbsp;[12]高淑梅,艾利权.浅谈学生创新精神与实践能力的培养[J].延边教育学院学报,2006,(01):74-75.&amp;nbsp;[13]李嘉曾.&amp;ldquo;以学生为中心&amp;rdquo;教育理念的理论意义与实践启示[J].中国大学教学,2008,(04):54-56.&amp;nbsp;[14]黄碧玲.罗杰斯&amp;ldquo;学生为中心&amp;rdquo;的教学理论及其对成人教学的启示[J].成人教育,2007,(10):53-55.&amp;nbsp;[15]Ghory S, Ghafory H. The impact of modern technology in the teaching and learning process[J]. International Journal of Innovative Research and Scientific Studies, 2021,&amp;nbsp;4(3): 168-173.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
