论大学青年教师的教学能力结构与发展策略——基于实证的结论与逻辑的分析  

A Discussion on University Yong Teachers’ Instructional Ability Structure and Strategy for Development: An Analysis Based on the Conclusions and Logic of Investigative Research

作　　者：张忠华[1] 李婷婷[2] 

机构地区：[1]江苏大学教师教育学院教育科学研究所,所长教授江苏镇江212013 [2]江苏大学教师教育学院,研究生江苏镇江212013

出　　处：《中国高教研究》2013年第4期51-55,共5页China Higher Education Research

基　　金：中国高等教育学会"十二五"教育科学规划课题"大学青年教师教育专业素养调研与专业化发展策略研究(课题编号:11YB090);江苏省高等教育学会"十二五"高等教育科学研究规划重点课题"大学青年教师教育专业素养调研及培育策略研究"(课题编号:KT2011520)的阶段性成果

摘　　要：实证研究和逻辑分析证明,教师的教学能力结构主要包括:对教学内容的理解、转化与表达能力;教学方法手段和媒体的选用能力;教学诸要素的整合与设计能力;教学组织与沟通能力;调动学生学习积极主动性的能力;教学评价与反思能力;教学研究能力和教学创新能力;等等。职前通过研究生教育阶段开设教师教育课程,为大学发展提供青年教师后备人选,奠定知识与技能基础;遵循技能发展规律,构建有效培育模式,开展教学大赛评比活动,建立教师教学合作共同体是落实职后培育的有效措施;确立终身学习理念,积极开展教学反思和教学学术研究,不断生成教师的教学实践智慧,是促进青年教师教学能力结构发展的根本路径。Investigative research and logical analysis both prove that teachers＇ instructional ability structure mainly includes such factors as： the ability of understanding the instructional contents, transferring and expressing them to students; the ability of selecting appropriate instructional methods and media; the ability of integrating postgraduate education, we can provide young teacher candidates for university development, and solidify their knowledge and ability. Effective ways of implementing post-career education include establishing cultivation model catering to the rules of skill developments, conducting teaching competition, and constructing instructional cooperation community for teachers. The ultimate ways to improve young teachers＇ instructional ability structure include establishing the idea of life-long learning, conducting instructional reflection and instructional research, and thus continuously enhancing teachers＇ wisdom in instructional practice.

关 键 词：大学青年教师 教学能力结构 发展策略 

分 类 号：G645.1[文化科学—高等教育学]