摘要
组织和实施工程专业认证对高校教师教学能力提出了新要求与新挑战。这主要体现在两个方面:教学技能与教学文化方面。由于预期学习结果是工程认证的灵魂,工科教师需要掌握行为目标撰写理论与技术、组织与实现教学目标的方法以及评价学习结果的手段。另一方面,工程认证及其所倡导的结果导向的教育模式会引导教学文化发展变化。具体地讲,教师在观念上,要实现由"教学投入至上"转向"教学结果至上"、由"随意型教学"转向"规范型教学"、由"单干型教学"转向"团队型教学"和由"放任型教学"转向"持续改进型教学"。引领教师克服技能与文化变化所造成的障碍,是当前工科教师教学发展中的重点与难点。
New acquirements and challenges have been put forward to university teachers by organizing and implementing the accreditation of engineering. Two aspects are covered： teaching skills and teaching culture. Engineering teachers are required to propose new theories and conductions, achieve the educational goals and value the results of studies as the soul of engineering accreditation is expected studying outcomes. On the other hand, the accreditation of engineering and its results would guide the development of teaching culture. In details, teachers should be results-centered, be more standardized, be in the spirit of team and be ready to improve the quality of teaching. Hence, the difficulties and emphases engineering teachers faced with lie in the obstacles roused by the change of both teaching skills and teaching culture.
出处
《高等工程教育研究》
CSSCI
北大核心
2015年第1期73-78,共6页
Research in Higher Education of Engineering
基金
教育部人文社科2014年度"青年基金"项目"工程认证背景下CDIO模式的‘本土化’策略研究"(14YJC880020)
教育部2014年度"工程科技人才培养专项"项目"工科教师教学学术评价模型构建及其强化策略研究(14JDGC008)资助
