摘要
教学设计能力对于教师提高工作绩效、促进学生学业进步具有举足轻重的作用。通过理论分析和专家咨询,本研究对大学教师教学设计能力、认知水平和知识体系展开了问卷调查。研究者随机调查了192位高校教师,对所获得的数据进行差异分析、相关分析和回归分析。研究得出如下建议:大学教师教学设计能力发展极不平衡,存在严重的短板现象,尤其是教学评价能力亟需补课;要依据不同教龄和职称大学教师的需要与特点,继续重视教学认知提升和知识体系拓展,同时开展有针对性的教学设计培训,以提高大学教师教学设计能力的总体水平。
The quality of course design has been a significant concern in the reform of higher education. The compe- tency of instructional designers played an important role in improving teaching efficacy and students ＇ achievements. However, empirical studies on college teachers ＇ instructional design competency are scarce. Based on theoretical ana- lyses and experts ＇ consultations, this project was to develop a questionnaire to explore college teachers ＇ instructional design competency. The questionnaire consists of five dimensions ： designing instructional objectives; designing instruc- tional contents., instructional implementation ; front-end analysis and instructional evaluation. In addition, the study also investigated college teachers ＇ instructional cognitive ability and knowledge system. The study intended to learn how much college teachers know about the instructional design competency and what potential factors influence the de- velopment of the instructional design expertise. The study was a random survey among the universities in Zhejiang and Shanghai. Total 192 valid responses are collected via electronic and printed questionnaires. Upon variance, relevance and regression analysis, the key finding is： To some extent, the overall level of college teachers＇ instructional design competency is unsatisfactory. Although the competency of instructional implementation is sufficient, the competency of instructional evaluation need to be developed. The noticeable difference between the novices and experts are in areas of designing instructional contents and instructional objectives. College teachers＇ instructional cognitive abilities have in- fluential impacts on their instructional design competency. In addition, college teachers ＇ knowledge system can par- tially predict their development of competency of instructional design. In conclusion, the study attempted to provide the following suggestions to teachers and educators. There is an im- balance in five defined areas of college teachers＇ in
出处
《开放教育研究》
CSSCI
北大核心
2015年第4期44-51,共8页
Open Education Research
基金
教育部人文社会科学"十一五"规划课题"教师教学设计能力研究--标准研发
模型建构与培养途径"(10YJA880099)
关键词
教学设计能力
大学教师
实证研究
教学认知
专家
instructional design competency., college teachers
empirical study., instructional cognition
expert
