摘要
基于高等教育学、协同学等学科理论,厘清“教师学分制”内涵,分析教师专业发展各要素之间的关系,以“教师学分制”为抓手,构建教师专业发展协同创新模式。以黄山职业技术学院“教师学分制”为例,从沟通、合作、融合、协同四个阶段,建构高职教师专业发展协同创新模式。
Based on the pedagogy of higher education and the concept of synergetics,this paper defines the connotation of teacher’s credit system and analyzes the relationship between various elements of teacher’s professional development.It aims at establishing a coordinate and innovative mode for teacher’s professional development centered on the teacher’s credit system.The four phases of communication,cooperation,integration and coordination in the teacher’s credit system practised in Huangshan Vocational and Technical College serve as an example for establishing the cooperative and innovative mode for vocational college teachers.
作者
汪小飞
WANG Xiaofei(Huangshan Vocational and Technical College,Huangshan,Anhui245041,China)
出处
《合肥师范学院学报》
2019年第4期113-116,共4页
Journal of Hefei Normal University
基金
安徽省教育厅重大教学研究项目(2016jyxm0991)
关键词
教师学分制
系统论
协同学
教师专业发展
teacher’s credit system
system theory
synergetics
teacher’s professional development
