能力导向的教师专业发展项目设计与实施保障——基于民办本科高校教师培养视域
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摘要
能力导向是针对教师职业胜任力提升关键要素的目标设定,也是教师培养项目体系化、品牌化、专业化的理念先导。项目制管理模式的教师培养活动设计与实施是能力导向从培养思路到培养实践的主要支撑。在以教师培养为切入点的教师专业发展模式建设中,能力导向的理念设计和项目制教师培养活动设计,是一体两面、互相促进的。借助于外部支持的动力系统建设,能力导向下教师专业发展的项目开发与实施是从理念引领实践到实践反推理念的双向驱动,对民办高校教师专业发展具有重要的促进作用。
Competency orientation is the goal setting for the key factors of improving teachers' vocational competence. It is the the concept forerunner for the systematization, branding and specialization of teachers' training projects. The design and implementation of teacher training activities in project management mode is the main support for the ability orientation from training ideas to training practice. In the construction of teachers' professional development model with teacher training as the starting point, the design of the ability-oriented concept and the design of the project-based teacher training activities are two-sided and mutually reinforcing. With the help of externally supported power system construction, the project development and implementation of teacher-oriented professional development under the capacity-oriented is a two-way drive from concept-based practice to practice-reverse concept, which plays an important role in promoting the professional development of private college teachers.
Competency orientation is the goal setting for the key factors of improving teachers' vocational competence. It is the the concept forerunner for the systematization, branding and specialization of teachers' training projects. The design and implementation of teacher training activities in project management mode is the main support for the ability orientation from training ideas to training practice. In the construction of teachers' professional development model with teacher training as the starting point, the design of the ability-oriented concept and the design of the project-based teacher training activities are two-sided and mutually reinforcing. With the help of externally supported power system construction, the project development and implementation of teacher-oriented professional development under the capacity-oriented is a two-way drive from concept-based practice to practice-reverse concept, which plays an important role in promoting the professional development of private college teachers.
引文
[1]中华人民共和国中央政府.中共中央国务院关于全面深化新时代教师队伍建设改革的意见[EB/OL].http://www.gov.cn/zhengce/2018-01/31/content_5262659.htm.
[2]中华人民共和国教育部.教育部关于加快建设高水平本科教育全面提高人才培养能力的意见[EB/OL].http://www.moe.gov.cn/srcsite/A08/s7056/201810/t20181017_351887.html.
[3]王义宁.民办高校教师专业发展影响因素的实证研究——以上海为例[J].教育发展研究,2017,(04):78-84.
[4]朱旭东.论教师专业发展的理论模型建构[J].教育研究,2014,(06):81-90.
[5]孟旭.论教师专业发展的动力机制[J].教育理论与实践,2015,(22):34-37.
[2]中华人民共和国教育部.教育部关于加快建设高水平本科教育全面提高人才培养能力的意见[EB/OL].http://www.moe.gov.cn/srcsite/A08/s7056/201810/t20181017_351887.html.
[3]王义宁.民办高校教师专业发展影响因素的实证研究——以上海为例[J].教育发展研究,2017,(04):78-84.
[4]朱旭东.论教师专业发展的理论模型建构[J].教育研究,2014,(06):81-90.
[5]孟旭.论教师专业发展的动力机制[J].教育理论与实践,2015,(22):34-37.