论高校教师教学能力的基本内涵和发展机制  

Teaching Ability of University Teachers:Basic Connotation and Developing Mechanism

作　　者：程桦[1] 薛照明[1] 

机构地区：[1]安徽大学,安徽合肥230601

出　　处：《扬州大学学报（高教研究版）》2016年第4期27-31,共5页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：安徽省教育厅质量工程项目(2012jszx001);安徽省高等学校教师教学发展联盟2016年教研项目经费资助

摘　　要：高等学校人才的培养质量决定于教师的教学能力。教师的教学能力既包括掌握学科知识和教学方法等基本能力,也包括教师的教学研究和科学研究能力。教师的教学能力,既有亘古不变的基本素质要求,更有随时代和教育对象的不断变化而对教育工作者的角色定位和能力构成提出的新要求。高水平教师的铸就离不开教师的主观努力和外部支持,是内因和外因共同作用的结果。通过高度内化的职业认同、科学规范的入职教育、师校协同的生涯规划和分类分层的考核手段等可有效促进大学教师的教学发展。The talent training quality in colleges depends on the teaching ability of college teachers, which includes both the basic ability of mastering subject knowledge and teaching methods and the ability in conducting teaching and academic researches. Teaching ability not only contains the invariable basic components but also involves the new demands in the aspects of role setting and ability structuring of educators with the constant change of times and subjects. High-level teachers are made through their own efforts and external supports. Teaching ability can be effectively developed through highly internalized professional identification, scientific per-service education, career programming incorporating teachers and schools, sorted and stratified assessment, and so on.

关 键 词：大学教师 教学能力 教学能力提升 

分 类 号：G650[文化科学—教育学]