美国大学教师个体教学哲学表达范式研究  

Research on the Expression Paradigms of American University Teachers' Personal Philosophy of Teaching

作　　者：高岩[1] 陈晓端[1] 

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《大学教育科学》2011年第6期52-55,共4页University Education Science

基　　金：教育部人文社会科学研究2009年度基金资助一般项目"专业发展框架下的教师个体教学哲学建构研究"(09YJA880083)

摘　　要：教师个体教学哲学表达是教师个人教学信念的集中展现和教学思想的话语形式。美国大学教师个体教学哲学表达可归纳为五种典型范式,即"目标—手段"范式、"经验总结"范式、"形象描述"范式、"取向—阐述—总结"范式和"因素分析"范式。美国大学教师个体教学哲学表达对我国大学教师关注自己的教学哲学提供了一些有益的参考。关注大学教师个体教学哲学的形成与发展,不仅是大学教师专业持续发展的必然诉求,也将为教师开展有效教学提供理论根基。The expression of teachers＇ personal teaching philosophy is the concentrated reflection of their personal teaching belief and discourse form of their teaching idea. The expression of American university teachers＂ personal teaching philosophy can be summarized as five typical paradigms, namely ＂target- means＂ paradigm, ＂experimental summary＂ paradigm, ＂image description＂ paradigm, ＂orientation--escription-summary＂ paradigm and the ＂factor analysis＂ paradigm. The expression of American university teachers＂ personal teaching philosophy provides some useful reference to Chinese university teacher＇s concern on their teaching philosophy. Paying attention to the formation and development of university teachers＇ personal teaching philosophy is not only the inevitable demand of university teachers＇ sustainable professional development, but also can provide a theoretical foundation to their effective teaching.

关 键 词：美国大学 教师个体教学哲学 表达范式 

分 类 号：G645[文化科学—高等教育学]