教学学术视角下高校教师教学专业发展的路径选择  

On University Teachers' Teaching Profession Development from the Perspective of the Scholarship of Teaching

作　　者：沈洁[1,2] 曾德伟[1] 徐萍[1] 

机构地区：[1]常州大学教务处,江苏常州213164 [2]常州大学怀德学院,江苏常州213016

出　　处：《常州大学学报（社会科学版）》2014年第2期99-102,共4页Journal of Changzhou University:Social Science Edition

基　　金：江苏省高等教育教改研究课题(2013JSJG111);常州大学2012年教学改革研究课题(GJY2012009);常州大学怀德学院2012年教学改革研究课题(2012HDJY22)

摘　　要：卡耐基学会在1990年发表的博耶报告《学术重思》重新对"教学"进行了界定,将教学提升到了学术的高度。博耶通过对教学学术内涵的界定,让学界对"教学"有了一个全新的理解,也指出了高校教师获取教学专业发展的路径。教学学术视角下的大学教师教学专业发展,需要高校创建共同文化、改变教师对教学问题的看法,使改善教学成为自觉;注重示范、关注青年教师,重视职业生涯中期教师发展,重视学习共同体创建,注重彰显学校特色;完善教师聘任、奖惩与晋升制度、教学激励与评价制度;实施教学专业发展工程。Scholarship Reconsidered by Ernest Boyer, which was published by Carnegie Corporation of New York in 1990, provides a new definition of teaching, considering teaching as a kind of scholarship. With the definition of teaching, Boyer presents us a brand - new way to understand ＂teaching＂, as well as how to achieve teaching profession development for university teachers. We should make great efforts on changing the way of solving teaching problems for teachers, establishing a common culture by universities, making teachers consciously improve teaching, attaching great importance to setting examples, development of the young teachers and teachers in the middle of their careers, creating learning communities and sticking to universities＇ characteristics, building the system of employment, rewards, promotion, stimulation and evaluation to achieve teaching profession development.

关 键 词：教学学术 教师 教学专业发展 

分 类 号：G647[文化科学—高等教育学]