“后MOOC时代”中医药高校公共管理学科教师能力素质研究
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摘要
在"后MOOC时代"下,中医药高校公共管理类教师需要培育的能力素质主要包括公共管理学科专业知识的践行、信息技术引领下的公共管理课程教学技能的驾驭、公共精神和情怀的培育与濡化以及中医药文化的传承与发展等几个基本方面的能力素质。国家政策的实施、教学方法的创新、信息技术的推广以及中医药高校间交流平台的拓展为教师能力素质的建设提供了重要契机。强化中医药高校主管部门的引领功能、夯实教师能力素质建设的基础保障、构建科学的能力素质测评体系以及培育教师的主体角色是建设的基本途径。
In the post-MOOC era,the abilities and qualities that Chinese medical university teachers of public management discipline need to develop mainly include applying the professional knowledge of public management,manipulating the teaching skills of public management courses led by the information technology,inheriting and developing Chinese traditional medical culture and fostering public spirit and feelings. The implication of national policy,innovation of teaching methods,together with the promotion of information technology and the expansion of communication platform among Chinese Medical Universities provide the important opportunity for building the teachers' abilities and qualities,and the primary building approaches could be strengthening the leading role of department in charge of universities,tamping the support foundation of teachers' abilities,constructing the scientific assessment system of abilities and qualities,and developing teachers' principle role.
In the post-MOOC era,the abilities and qualities that Chinese medical university teachers of public management discipline need to develop mainly include applying the professional knowledge of public management,manipulating the teaching skills of public management courses led by the information technology,inheriting and developing Chinese traditional medical culture and fostering public spirit and feelings. The implication of national policy,innovation of teaching methods,together with the promotion of information technology and the expansion of communication platform among Chinese Medical Universities provide the important opportunity for building the teachers' abilities and qualities,and the primary building approaches could be strengthening the leading role of department in charge of universities,tamping the support foundation of teachers' abilities,constructing the scientific assessment system of abilities and qualities,and developing teachers' principle role.
引文
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[2]方兵,杨成,陈然.“后MOOC”时代高校博雅课程教学新模式研究[J].现代远距离教育,2015(3):48.
[3]张运红,黄大乾,朱蕾.价值与反思:MOOCs在高等教育发展中的运用透析[J].现代教育管理,2016(11):74.
[4]顾小清等. MOOCs的本土化诉求及其应对[J].远程教育杂志,2013(5):4.
[5] Wikipedia. Massive Open Online Course[EB/OL]. http://en. wikipedia. org/wiki/Massive_open_online_course,2014-02-25.
[6] Sean Coughlan. Harvard plans to boldly go with Spocs[EB/OL]. http://www. bbc. com/news/business-24166247,2015(2):18.
[7] Malcolm Brown. Moving Into the Post-MOOC Era[EB/OL]. http://www. educause. edu/blogs/mbbrown/moving-post-mooc-era,2015-02-18.
[8] Chrispher Hood. The Art of the State:Culture,Rhetoric,and Public Management[M]. Claredon Press,Oxford,1998,P3.
[9]王乐夫,蔡立辉.公共管理学[M].北京:中国人民大学出版社,2012. 5.
[10]杨竹筠.“后MOOC”时期在线教育三问[J].科技与出版,2015(5):4.
[11]胡锦涛在庆祝清华大学建校100周年大会上的讲话[R].中央政府门户网站:http://www. gov. cn/ldhd/2011-04/24/content_1851436. htm.
[12]张宗明.提升中医药文化自信须自觉、自强、开放[N].中国中医药报,2018-04-04(003).
[13]乔治·弗雷德里克森[美].公共行政的精神[M].北京:中国人民大学出版社,2003. 19.
[14]徐葳,贾永政,阿曼多·福克斯.从MOOC到SPOC—基于加州大学伯克利分校和清华大学MOOC实践的学术对话[J].现代远程教育研究,2014(4):17-18.
[15]第39次《中国互联网络发展状况统计报告》[R].中国互联网络信息中心:http://www. cnnic. net. cn/hlw-fzyj/hlwxzbg/hlwtjbg/201701/t20170122_66437. htm.
[16]耿学华,桑新民.学习者、教师、研究者三重身份的MOOCs体验———对美国圣塔菲研究所网络课程的学习与反思[J].中国高教研究,2014(7):19.