摘要
文章通过廓清美国大学教师教学发展的理论意蕴,指出美国大学教师教学发展的职业理想为基于自我导向性学习的教学发展。美国一流大学教师教学发展的实践证明,确定教师教学发展的目标与职责,分类推进教师教学发展事务,强化以教学文化为核心的教师教学共同体建设,既是确保大学提供卓越教学的基础工程,又是促进大学教师职业可持续发展的有效策略。在此基础上,文章提出关于美国大学教师教学发展理论意蕴与实践策略的思考:大学教师教学发展具体呈现为教师教学职业活力持续提升的过程,在大学事务和教师个体发展中居于核心地位,其活力源于大学教师教学发展学术性和研究性的逐步提升,其实施需要以充分尊重大学教师的主体意识为基本原则。
Through clarifying theoretical meanings of instructional development of university faculty,this paper points out that its professional ideal is instructional development based on self-directed learning.The practice of instructional development of first-class universities′faculty in America proved that,determining its goals and responsibilities,promoting affairs by classification,and strengthening the construction of the faculty teaching-learning community with the teaching culture as the core are not only basic projects to ensure excellent teaching,but also effective strategies to promote faculty profession sustainability.Thus,the paper puts forward some reflections:the instructional development of university faculty is presented as continuous profession ascension,and is the core of university affairs and faculty individual development;its vitality stems from gradual improvement of its academic and research nature,and its implementation needs to take fully respecting faculty’s subjective consciousness as the basic principle.
作者
王保星
WANG Baoxing(Department of Education,East China Normal University,Shanghai 200062,China)
出处
《高校教育管理》
CSSCI
北大核心
2019年第2期33-39,48,共8页
Journal of Higher Education Management
基金
教育部人文社会科学重点研究基地重大项目(16JJD880019)
关键词
美国
大学教师
教学发展
教学性学术
教学共同体
America
university faculty
instructional development
the scholarship of teaching
the teaching-learning community
