摘要
我国新时代人才培养和大学教学质量的提升,亟待明确教学准入标准以加强大学教师教学能力建设。在分析研制我国大学教师教学准入标准的可行性与必要性、借鉴国际典型性大学教学专业标准的基础上,针对我国大学教学的实际问题,尝试研制我国大学教师教学准入标准框架及标准草案。其中,标准框架以“专业价值观”“教学核心知识”和“教学能动行为”为3个核心维度,涵盖“教育理想”“专业道德”“自我认同”“本体性知识”“文化知识”“实践知识”“条件性知识”“设计与组织”“反思与评价”和“教学循证与合作”10个关键领域,并于标准草案中细化为39项基本要求,为大学教师的聘任准入、职前培养、入职培训、在职研修、上岗评估等工作提供具有科学性、系统性、开放性、参考性的资质认定标准和专业发展目标。
With the improvement of talent training and university teaching quality in the new era,it is urgent to clarify the teaching admission standards in order to strengthen the construction of university teachers’teaching ability.Based on the analysis of the feasibility and necessity of developing China’s university teachers’teaching admission standards and drawing lessons from the international typical university teaching professional standards,aiming at the practical problems of China’s university teaching,the attempts were made to develop the framework and draft of China’s university teachers’teaching admission standards.Among them,the framework of standard takes“professional values”,“core knowledge of teaching”and“active behavior of teaching”as three core dimensions,covering 10 key areas of“educational ideal”,“professional ethics”,“self-identity”,“ontological knowledge”,“cultural knowledge”,“practical knowledge”,“conditional knowledge”,“organization and design”,“reflection and evaluation”and“teaching evidence-based”,and the draft is divided into 39 basic requirements,which provides scientific,systematic,open and referential qualification recognition standards and professional development objectives for the employment and admission,pre-service training,induction training,on-the-job training and on-the-job evaluation of university teachers.
作者
李芒
段冬新
LI Mang;DUAN Dongxin(Faculty of Education,Beijing Normal University,Beijing 100875,China)
出处
《重庆高教研究》
CSSCI
北大核心
2022年第1期60-70,共11页
Chongqing Higher Education Research
基金
全国教育科学“十三五”规划项目“大学教学现代化的战略愿景与理论创新研究”(BCA180085)。
关键词
大学教师
教学准入标准
教师发展
大学教学
university teachers
standards of teaching admission
teacher development
university teaching
