摘要
研究"好教师"的教学观、教学策略和教学行为是开展有效教学实践必不可少的工作。本研究通过对复旦大学的教师调研,实证分析中国大学情境下,课堂教学受欢迎教师较之普通教师在对有效教学的认识、教学投入以及教学策略上到底具有什么样的特征。研究发现,受欢迎教师重视教学,乐于人际交流,擅长采取分析型和评价型学习活动策略,并具备一定的人格魅力。但是,他们的教学观和实际的教学策略与普通教师的差异并非如国外研究所揭示的那么显著,反映出当前国内高校教师在发展教学学术上的滞后性。
It is necessary good practices in undergradu to study good teachers＂ teaching conceptions, strategies and behaviors while seeking ate education. This study, through an empirical analysis, attempts to compare the group of welcomed teachers with that of not welcomed at Fudan University, in terms of their teaching knowledge, beliefs and strategies as well as routine engagements to class teaching. It is found that welcomed teachers tend to attach more importance to teaching and maintain good communication with peers and students. They have more personality charm, and are more skilled in introducing analyzing and evaluating approaches. However, the differences of teaching conception and strategies between the two groups are not as distinctive as many overseas researches have pointed out. The results reflect the insufficiency in developing scholarship of teaching in Chinese universities.
出处
《复旦教育论坛》
CSSCI
北大核心
2012年第4期19-25,共7页
Fudan Education Forum
基金
2011年上海市高校本科重点教学改革项目"研究型大学教师发展制度(FD)的系统建构"
关键词
高等教育质量
有效教学
教学观
教学策略
教学学术
Higher education quality
Effective teaching
Teaching conception
Teaching strategy
Scholarship of teaching
