生物医学工程专业实训教师素质与能力提升策略探讨
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摘要
目的:针对高校学生"产学研"实训技能与实操培养,探讨如何提升生物医学工程专业实训教师的教学能力和专业素质。方法:对不同区域、专业、教龄的高校实训教师进行问卷和访谈调研,从授课效果、课堂情绪、教学反思和教学互动等方面进行提炼与剖析,并阐述提升高校教师专业素质和教学能力的路径。结果:各类教师水平存在显著差异,重理论、轻实践的现象依旧突出。可通过创建适应社会需求的实训模式、综合运用培育手段和行政措施、提高教师素质和授课水平、激发实训教师的工作激情来提升实训效果。结论:生物医学工程专业实训现状应引起高校和相关院系的重视,实训教师本身也应不断夯实基础、丰富内涵、自主创新,将理论与实践更加科学、合理地地合,最终落实"三基"教学的要求。
Objective To enhance the training teacher's professional quality and teaching ability in the biomedical engineering specialty to raise the practical skills of the college students. Methods Questionnaire and interview were carried out in the training teachers from different regions and specialties and with different teaching ages, and analyses were executed from the aspects of teaching efficiency, classroom affection, teaching reflection and interaction. The ways were described to promote the teacher's professional quality and teaching ability. Results There were significant difference between the teachers' quality, and the egregious on the theory was pointed out. It's suggested that the training mode adapted to social requirements as well as combined culturing and administrative measures be involved in to raise the teachers' quality and enthusiasm. Conclusion The college and corresponding departments have to pay attention to the practical training in the biomedical engineering specialty, and the training teachers also have to enhance themselves to realize three-basis teaching.
Objective To enhance the training teacher's professional quality and teaching ability in the biomedical engineering specialty to raise the practical skills of the college students. Methods Questionnaire and interview were carried out in the training teachers from different regions and specialties and with different teaching ages, and analyses were executed from the aspects of teaching efficiency, classroom affection, teaching reflection and interaction. The ways were described to promote the teacher's professional quality and teaching ability. Results There were significant difference between the teachers' quality, and the egregious on the theory was pointed out. It's suggested that the training mode adapted to social requirements as well as combined culturing and administrative measures be involved in to raise the teachers' quality and enthusiasm. Conclusion The college and corresponding departments have to pay attention to the practical training in the biomedical engineering specialty, and the training teachers also have to enhance themselves to realize three-basis teaching.
引文
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[2]翟祥华,杨玲.大学生就业能力及其系统化培养解析[J].中国高等教育,2011(1):46-48.
[3]马强.高校青年教师教学能力提升机制探析[J].中国高等教育,2012(9):57-58.
[4]胡建华.试论应用技术型高校教师的“双师型”发展[J].继续教育研究,2016(9):88-90.
[5]张天懿,何强.基于教评系统的高校教师素质与教学成果评价研究[J].大学教育,2015(10):57-58.
[6]赵庆年,祁晓.区域研究生教育规模和结构问题研究方法论探析[J].学位与研究生教育,2012(4):57-63.
[7]邱耕田.差异性原理与科学发展[J].中国社会科学,2013(7):4-21.
[8]褚宏启.论教育发展方式的转变[J].教育研究,2011(10):3-10.
[9]何阅雄,蒋云良,马志和,等.教学型高校青年教师教学能力“三阶段四协同”发展模式的探索[J].高等工程教育研究,2013(6):97-102.
[10]李春燕,林海,袁虎廷,等.推进高校教师专业发展提高教师教育教学能力[J].中国大学教学,2013(4):83-85.
[11]缪锌.地方高校教师教学能力提升的研究与实践[J].教育理论与实践,2015,35(33):45-47.
[12]李庆丰.大学新教师教学能力发展研究:核心概念与基本问题[J].中国高等教育,2014(3):68-75.
[13]王长文,王舒然.高校教师教学能力现状分析及相关对策探究[J].黑龙江高教研究,2014(6):77-79.
[14]陈耿庆,林玉生.“微课程”教学模式下高校教师及学生的素质研究[J].牡丹江大学学报,2014,23(7):156-158.
[15]李斐,黄明东.“慕课”带给高校的机遇与挑战[J].中国高等教育,2014(7):22-26.