中美15所高校新教师教学培训方案的文本分析  

Content Analysis on the New Faculty Orientation Programs from 15 Universities of USA and China

作　　者：邢磊[1] 邓明茜[2] XING Lei DENG Ming-xi(Centre for Teaching and Learning Development, Shanghai Jiao Tong University, Shanghai, China 200240 School of Mechanical Engineering, Shanghai Jiao Tong University, Shanghai, China 200240)

机构地区：[1]上海交通大学教学发展中心,上海200240 [2]上海交通大学机械与动力工程学院,上海200240

出　　处：《现代教育技术》2016年第10期52-59,共8页Modern Educational Technology

基　　金：上海交通大学2014年人力资源管理研究重点课题"新入职教师教学能力培训的实践与反思"(项目编号:2014-Z007)的阶段性研究成果

摘　　要：新教师培训是高校教师教学发展工作的重要组成部分,新教师教学培养方案直接决定新教师培训效果,对新教师教学能力的提升发挥着重要作用。文章对美国、香港、台湾等国家和地区的15所高校的新教师培训方案进行了文本分析,论述了新教师入职教学培训在内容、形式等方面的特征及发展趋势。同时,通过将15所国(境)外一流大学新教师培训方案与国内某"985"高校近年新教师培训方案进行比较,对国内高校新教师培训如何与国际前沿培训理念和方法对接、如何立足校本实际情况制定新教师教学培训方案进行一些探索和思考。New faculty orientation（NFO） is an important component of university teachers＇ teaching development. And it directly determines the training effect of the new faculty and plays an important role in improving teachers＇ teaching ability. This paper conducted a content analysis on the NFO programs from 15 universities of USA, Hong Kong and Taiwan and discussed the characteristics and development trends of NFO in the aspects of content and form. By comparing NFO program in a domestic 985 university with that of above mentioned 15 universities, this article aimed at exploring the ways for domestic universities to build connection with international cutting-edge ideas and methods and formulating NFO programs based on their actual situations.

关 键 词：新教师培训 教学发展 文本分析 

分 类 号：G40-057[文化科学—教育学原理]