“班级制”教师发展工作模式的探索与实践  

An Exploration and Practice of Class Organization Faculty Development Work Pattern

作　　者：黄莉[1] 

机构地区：[1]宁波大红鹰学院教师发展中心,浙江宁波315175

出　　处：《宁波教育学院学报》2016年第3期26-29,共4页Journal of Ningbo Institute of Education

基　　金：宁波市2016年教育科学规划研究课题(2016YGH085)

摘　　要：教师发展已经成为高等教育质量保障的基本要素。美日英等发达国家在教师发展工作中取得了一系列成功经验。我国高校教师发展工作中则普遍存在意识不到位、目标不明确、内容不规则等突出问题。高校可在借鉴国内外大学教师发展工作的成功经验基础上,结合校本实际,面向不同发展阶段和目标的教师,构建系统的、有层次的"班级制"教师发展工作模式,从而有效增强教师发展工作的系统性、持续性和稳定性。Faculty development has become a basic element which could assure the quality of higher education. A number of developed countries （Japan, America and Britain, etc.） have gathered a series of successful experience of faculty development work. However, there are some obvious problems in faculty development work in China, for instance, inadequate consciousness, vague goals, irregular content. In order to address these problems, based on the successful practical experience of faculty development work at home and broad and practical conditions of our college, colleges and universities could build systematic and stratified Class Organization faculty development work pattern for teachers who are at different development stages with different objectives. As a result, systematicness, continuity and stability of faculty development work would be enhanced effectively.

关 键 词：班级制 教师发展 工作模式 

分 类 号：G451.2[文化科学—教育学]