超越教师发展:范式转换与教学发展中心的建构  

Beyond Faculty Development:Paradigm Shift and Construction Of Center for Teaching and Learning

作　　者：吴立保[1] 张永宏[2] 

机构地区：[1]南京信息工程大学高等教育研究所,江苏南京210044 [2]南京信息工程大学教务处,江苏南京210044

出　　处：《比较教育研究》2014年第5期77-83,共7页International and Comparative Education

基　　金：江苏省教育科学"十二五"规划重点资助课题"发达国家建立大学学习与教学中心的理论与实践研究"(课题批准号:B-a/2011/01/030);江苏省高等教育教改课题"基于学习性投入的本科教育内部质量保障体系研究"(课题批准号:2013JSJE216)成果之一

摘　　要：20世纪90年代以来,发达国家高等教育发生了明显的范式转换,进入以提高质量为中心的时代,教学发展中心在其中发挥着重要的作用,其职能也超越教师发展,实现了从关注教师的教到关注学生的学的转变。这意味着教学发展中心更加强调为教师和学生在特定学习环境中提供教与学的帮助,而不仅仅是提高教师的教学水平。国外高校教学发展中心承担着教学研究、教学支持、学习支持、资源服务及教学评价等多元职能,为我国高校教学发展中心的建设提供了有益的借鉴。Since the 1990＇s, higher education in the developed country has obviously had a paradigm shift and entered a new era with improving the quality as the aims of higher education, in which the Center for Teaching and Learning （CTL） plays an important role. Beyond Faculty Development, CTL＇s function has shifted from a focus on teaching to a focus on student learning. This meant that these centers address what teaching and learning strategies would most assist the students in a particular learning environment rather than focusing primarily on what tools the professor should employ. The CTL in foreign colleges undertakes multiple functions such as research, teaching support, learning support, resources services and teaching evaluation, which provides beneficial reference to the construction of the CTL in China.

关 键 词：教学发展中心 范式转换 教师发展 

分 类 号：G649.1[文化科学—高等教育学]