基于教学学术视野的高校新进教师教学能力提升探索
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摘要
本文分析了教学学术思想的内涵,探讨基于教学学术视野提升新进教师教学能力的策略,包括专业知识储备能力提升策略、教学研究能力与交流能力提升策略、教学反思能力提升策略。并对2017年度贵阳中医学院基础医学18名新进教师进行了基于教学学术视野的教学能力培养,组织督导专家对课堂质量、教学设计、作业试卷批改情况等进行打分评价,结果满意。在当前"双一流"高校建设背景下,教学学术为牵引的师资培养对提升教学质量,促进教师发展具有较为现实的意义。
This paper analyzes the connotation of teaching-related academic thoughts and discusses the strategies to improve the teaching ability of new teachers by way of improving their academic vision. It includes strategies to promote professional knowledge reserve ability,teaching-related research ability and communication ability,and teaching reflection ability. In addition,18 new teachers of basic medicine of Guiyang College of Chinese Medicine in 2017 were trained in their teaching-related academic abilities.Supervision experts graded and evaluated the classroom teaching quality,teaching design,and correction of homework and examination paper, the results being satisfactory. Under the background of the construction of "double first-class" universities,teacher training focusing on teaching-related academic ability is of practical significance to improve the teaching quality and promote the development of teachers.
This paper analyzes the connotation of teaching-related academic thoughts and discusses the strategies to improve the teaching ability of new teachers by way of improving their academic vision. It includes strategies to promote professional knowledge reserve ability,teaching-related research ability and communication ability,and teaching reflection ability. In addition,18 new teachers of basic medicine of Guiyang College of Chinese Medicine in 2017 were trained in their teaching-related academic abilities.Supervision experts graded and evaluated the classroom teaching quality,teaching design,and correction of homework and examination paper, the results being satisfactory. Under the background of the construction of "double first-class" universities,teacher training focusing on teaching-related academic ability is of practical significance to improve the teaching quality and promote the development of teachers.
引文
[1]何晓雷.耶博的教学学术思想:内容、影响与局限[J].高教探索,2018(9):60-65.
[2]何晓雷.西方大学教学学术研究:历史发展与演进[J].外国教育研究,2016(1):3-16.
[3] Kreber C,Kanuka H. The Scholarship of Teaching and Learning and the Online Classroom[J]. Canadian Journal of University Continuing Education,2006(2):109-131.
[4] Kreber C. Controversy and Consensus on the Scholarship of Teaching[M]. Studies in Higher Education,2002(2):151-167.
[5] Trigwell K,Marin E,Benjamin J,etc. Scholarship of Teaching:A Model[J]. Higher Education Research and Development,2000(19):155-168.
[6] Mckinney K. Enhancing Learning through the Scholarship of Teaching and Learning:The Challenges and Joys of Juggling[M]. Bolton:Anker Publishing,2007:9.
[7]耿冰冰.大学教师教学水平初探[J].学位与研究生教育,2002(3):60-63.
[8]袁维新.教学学术:一个大学教师专业发展的新视角[J].高教探索,2008(1):22-25.
[9]吕慧芬,方泽强.大学教师教学学术研究评述与展望[J].云南开放大学学报,2018(2):41-46.
[10]陈蕾蕾.基础医学新进教师学分制培养的实践与探索———以贵阳中医学院基础医学院为例[J].时珍国医国药,2018(4):963-966.
[11]吴舫.教师教学反思行动的现状分析[J].教学与管理,2011(3):53-54.
[12]周桂桐,张志国.中医药课堂教学设计———理论创新与设计实务[M].北京:中国中医药出版社,2016:1.
[2]何晓雷.西方大学教学学术研究:历史发展与演进[J].外国教育研究,2016(1):3-16.
[3] Kreber C,Kanuka H. The Scholarship of Teaching and Learning and the Online Classroom[J]. Canadian Journal of University Continuing Education,2006(2):109-131.
[4] Kreber C. Controversy and Consensus on the Scholarship of Teaching[M]. Studies in Higher Education,2002(2):151-167.
[5] Trigwell K,Marin E,Benjamin J,etc. Scholarship of Teaching:A Model[J]. Higher Education Research and Development,2000(19):155-168.
[6] Mckinney K. Enhancing Learning through the Scholarship of Teaching and Learning:The Challenges and Joys of Juggling[M]. Bolton:Anker Publishing,2007:9.
[7]耿冰冰.大学教师教学水平初探[J].学位与研究生教育,2002(3):60-63.
[8]袁维新.教学学术:一个大学教师专业发展的新视角[J].高教探索,2008(1):22-25.
[9]吕慧芬,方泽强.大学教师教学学术研究评述与展望[J].云南开放大学学报,2018(2):41-46.
[10]陈蕾蕾.基础医学新进教师学分制培养的实践与探索———以贵阳中医学院基础医学院为例[J].时珍国医国药,2018(4):963-966.
[11]吴舫.教师教学反思行动的现状分析[J].教学与管理,2011(3):53-54.
[12]周桂桐,张志国.中医药课堂教学设计———理论创新与设计实务[M].北京:中国中医药出版社,2016:1.