国际教学学术25年:内涵、评价与挑战  

Twenty-five Years of International Teaching Scholarship:Connotation,evaluation and challenge

作　　者：马立红[1,2] 刘海涛[3] 

机构地区：[1]北京联合大学应用型高等教育发展研究中心 [2]北京理工大学教育研究院 [3]滁州学院教育学院

出　　处：《滁州学院学报》2017年第1期57-61,共5页Journal of Chuzhou University

基　　金：北京教育科学"十二五"规划2015年度青年专项课题(CDA15178);北京联合大学校级科研项目(Sk9020150694);安徽省省级教学研究项目(2015jyxm370)

摘　　要：自博耶提出教学学术的概念至今已有25年的历史,教学学术的研究已经引起了世界范围的关注。教学学术内涵研究经历了"教的学术"到"学的学术"的发展历程,对教学学术活动的分类越来越细化、全面,教学学术相关概念的辨析越来越清晰。教学学术评价方法从描述性评价到模型化评价,呈现了其特色。教学学术理论和实践探索取得了丰富的成果,但其发展也面临一定的挑战,教学学术要突破观念的障碍,坚持以学生为中心,教学学术评价方法的研究要实现从理论到应用的转变。It has been twenty-five years since the concept of Scholarship of Teaching was proposed by Boyer, which was widely focused in the research of scholarship of teaching. The connotation of scholar-ship of teaching developed from ＂Scholarship of Teaching＂ to ＂Scholarship of Learning＂ , and its activi-ties were classified more elaborate and comprehensive. The evaluation method changed from descriptive to modelizing. Though great achievements have been made in the theory and practice of scholarship of teaching,its development also faces some challenges. Some suggestions are put forward that scholar-ship of teaching should adhere to student-centered principle and its evaluation method should shift from theory to application.

关 键 词：教学学术 内涵 评价 

分 类 号：G642[文化科学—高等教育学]