美国大学教师教学发展的理论意蕴与实施策略——基于美国若干所一流大学教师教学发展实务的解析
|
摘要
文章通过廓清美国大学教师教学发展的理论意蕴,指出美国大学教师教学发展的职业理想为基于自我导向性学习的教学发展。美国一流大学教师教学发展的实践证明,确定教师教学发展的目标与职责,分类推进教师教学发展事务,强化以教学文化为核心的教师教学共同体建设,既是确保大学提供卓越教学的基础工程,又是促进大学教师职业可持续发展的有效策略。在此基础上,文章提出关于美国大学教师教学发展理论意蕴与实践策略的思考:大学教师教学发展具体呈现为教师教学职业活力持续提升的过程,在大学事务和教师个体发展中居于核心地位,其活力源于大学教师教学发展学术性和研究性的逐步提升,其实施需要以充分尊重大学教师的主体意识为基本原则。
Through clarifying theoretical meanings of instructional development of university faculty,this paper points out that its professional ideal is instructional development based on self-directed learning.The practice of instructional development of first-class universities′faculty in America proved that,determining its goals and responsibilities,promoting affairs by classification,and strengthening the construction of the faculty teaching-learning community with the teaching culture as the core are not only basic projects to ensure excellent teaching,but also effective strategies to promote faculty profession sustainability.Thus,the paper puts forward some reflections:the instructional development of university faculty is presented as continuous profession ascension,and is the core of university affairs and faculty individual development;its vitality stems from gradual improvement of its academic and research nature,and its implementation needs to take fully respecting faculty's subjective consciousness as the basic principle.
Through clarifying theoretical meanings of instructional development of university faculty,this paper points out that its professional ideal is instructional development based on self-directed learning.The practice of instructional development of first-class universities′faculty in America proved that,determining its goals and responsibilities,promoting affairs by classification,and strengthening the construction of the faculty teaching-learning community with the teaching culture as the core are not only basic projects to ensure excellent teaching,but also effective strategies to promote faculty profession sustainability.Thus,the paper puts forward some reflections:the instructional development of university faculty is presented as continuous profession ascension,and is the core of university affairs and faculty individual development;its vitality stems from gradual improvement of its academic and research nature,and its implementation needs to take fully respecting faculty's subjective consciousness as the basic principle.
引文
[1]BERGQUIST W H,PHILIPS S R.Components of an effective faculty development program[J].The journal of higher education,1975,46(2):177-211.
[2]GAFF J.Toward faculty renewal:advances in faculty,instructional,and organizational development[M].San Francisco:Jossey-Bass,1975:14.
[3]欧内斯特·L.博耶.关于美国教育改革的演讲[M].涂艳国,方彤,译.北京:教育科学出版社,2002:77.
[4]王玉衡.美国大学教学学术运动[M].北京:北京师范大学出版社,2012:56.
[5]National Education Association.Faculty development in higher education:enhancing a national resource[R].Washington D C:National Education Association,1991:11.
[6]WEIMER M.Improving college teaching[M].San Francisco:Jossey-Bass,1990:35.
[7]PATRICIA C.Self-directed and transformative instructional development[J].The journal of higher education,1994,65(6):726-744.
[8]SELDIN P.How administrators can improve teaching:moving from talk to action in higher education[M].San Francisco:Jossey-Bass,1990.
[9]BROOKFIELD S D.Understanding and facilitating adult learning[M].San Francisco:JosseyBass,1986:67.
[10]CANDY P C.Self-direction for lifelong learning[M].San Francisco:Jossey-Bass,1991:23.
[11]JABKER E H,HALINSKIR S.Instructional development and faculty rewards[J].The journal of higher education,1978,49(4):316-328.
[12]CENTRA J A.Types of faculty development programs[J].The journal of higher education,1978,49(2):151-162.
[13]徐延宇.美国高校教师发展浅析——以密歇根大学学习和教学研究中心为案例[J].比较教育研究,2011(11):81-85.
[14]MATTHEW K,CONSTANCE E C,JEFFREY S.Using theatre to stage instructional and organizational transformation[J].Change,2006,38(3):32-39.
[15]陆道坤.高校教师教学能力发展的“教”“学”融合模式——基于耶鲁大学教与学中心的研究[J].高校教育管理,2017,11(3):88-94.
(1)http:∥www.crlt.umich.edu/.
(2)https:∥www.stanford.edu/.
(1)https:∥bokcenter.harvard.edu/about.
(2)http:∥tll.mit.edu/about/who-we-are-and-what-we-do.
(3)https:∥mcgraw.princeton.edu/.
(4)https:∥teaching.berkeley.edu/about.
(1)https:∥www.ctl.upenn.edu/.
(2)http:∥bokcenter.fas.harvard.edu/icb/icb.do.
(1)https:∥teaching.berkeley.edu/node/240.
[2]GAFF J.Toward faculty renewal:advances in faculty,instructional,and organizational development[M].San Francisco:Jossey-Bass,1975:14.
[3]欧内斯特·L.博耶.关于美国教育改革的演讲[M].涂艳国,方彤,译.北京:教育科学出版社,2002:77.
[4]王玉衡.美国大学教学学术运动[M].北京:北京师范大学出版社,2012:56.
[5]National Education Association.Faculty development in higher education:enhancing a national resource[R].Washington D C:National Education Association,1991:11.
[6]WEIMER M.Improving college teaching[M].San Francisco:Jossey-Bass,1990:35.
[7]PATRICIA C.Self-directed and transformative instructional development[J].The journal of higher education,1994,65(6):726-744.
[8]SELDIN P.How administrators can improve teaching:moving from talk to action in higher education[M].San Francisco:Jossey-Bass,1990.
[9]BROOKFIELD S D.Understanding and facilitating adult learning[M].San Francisco:JosseyBass,1986:67.
[10]CANDY P C.Self-direction for lifelong learning[M].San Francisco:Jossey-Bass,1991:23.
[11]JABKER E H,HALINSKIR S.Instructional development and faculty rewards[J].The journal of higher education,1978,49(4):316-328.
[12]CENTRA J A.Types of faculty development programs[J].The journal of higher education,1978,49(2):151-162.
[13]徐延宇.美国高校教师发展浅析——以密歇根大学学习和教学研究中心为案例[J].比较教育研究,2011(11):81-85.
[14]MATTHEW K,CONSTANCE E C,JEFFREY S.Using theatre to stage instructional and organizational transformation[J].Change,2006,38(3):32-39.
[15]陆道坤.高校教师教学能力发展的“教”“学”融合模式——基于耶鲁大学教与学中心的研究[J].高校教育管理,2017,11(3):88-94.
(1)http:∥www.crlt.umich.edu/.
(2)https:∥www.stanford.edu/.
(1)https:∥bokcenter.harvard.edu/about.
(2)http:∥tll.mit.edu/about/who-we-are-and-what-we-do.
(3)https:∥mcgraw.princeton.edu/.
(4)https:∥teaching.berkeley.edu/about.
(1)https:∥www.ctl.upenn.edu/.
(2)http:∥bokcenter.fas.harvard.edu/icb/icb.do.
(1)https:∥teaching.berkeley.edu/node/240.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |