教学学术:概念辨析及其可操作化  

Scholarship of Teaching:Analysis on Its Concept and Operationalization

作　　者：胡文龙[1] 包能胜[2] 

机构地区：[1]汕头大学高教所 [2]汕头大学工学院

出　　处：《高等工程教育研究》2015年第5期31-39,共9页Research in Higher Education of Engineering

基　　金：教育部2014年度"工程科技人才培养专项"项目"工科教师教学学术评价模型构建及其强化策略研究--以CDIO试点工作组高校为例"(项目编号:14JDGC008);教育部人文社科2014年度"青年基金"项目"工程认证背景下CDIO模式的‘本土化’策略研究"(项目编号:14YJC880020)资助

摘　　要：针对二战后美国高校出现的"重研轻教"现象,博耶拓展了学术内涵,创造性地提出了"教学学术"概念。在"卡内基教学促进委员会"和许多研究者推动之下,"教学学术"发展成为国际性的教育改革运动。从教学学术发展现状来看,概念混淆是制约其操作化的首要因素。本文在综述教学学术概念、特征和模型的基础上,提出了"三要素"式教学学术模型,并构建了操作化的评价指标体系。评价模型与框架不仅较好地契合了"教学学术"概念的核心要素,而且体现了"第四代评价理论"特点。According to the＂Value research and despise teach＂phenomenon in American colleges and universities after World WarⅡ,Ernest L.Boyer expanded the content of scholarship and put forward the innovative concept of＂Scholarship of Teaching＂.Supported by the Carnegie Foundation for the Advancement of Teaching and many researchers,＂Scholarship of Teaching＂became a worldwide education reform movement.Judging from the current situation of＂Scholarship of Teaching＂,conceptual confusion is the key factor that restricts its operationalization.After the review of the concept,characteristics and model of ＂Scholarship of Teaching＂,the present paper brings up the three-factor model of＂Scholarship of Teaching＂and establishes the evaluation system of its operationalization,which meshes with the core elements of＂Scholarship of Teaching＂and embodies the characteristics of the＂Fourth Generation Evaluation＂.

关 键 词：教学学术 “三要素”式模型 “第四代评价理论” 

分 类 号：G642.0[文化科学—高等教育学]