学习范式下的教师发展:理论模式与组织建设  

Faculty Development from the Perspective of Learning Paradigm:Theoretical Model and Institute Construction

作　　者：吴立保[1] Wu Libao

机构地区：[1]南京信息工程大学高等教育研究与评估中心

出　　处：《教育研究》2017年第4期103-111,共9页Educational Research

基　　金：2015年江苏省高等教育教改研究立项重中之重课题"互联网+背景下高校教学范式的变革与实践"(课题批准号:2015JSJG006)的研究成果

摘　　要：信息时代高等教育变革引发教学范式向学习范式的转变,高等教育中教和学的一切环节都发生了根本的改变,教育理念、教育价值观、课堂教学、教学组织与实施、学习与考核的方式已经完全不同。在学习范式下,大学发展、教学发展、个人发展和学生发展的融合赋予了教师发展理论模型构建的新内涵。在实践探索中,教师教学发展中心作为大学教学内部支持性组织机构,适应信息化时代教师发展需要,应以学习为中心,推动大学组织变革;以教学文化为引导,提升教师教学学术能力;以支持性为基本原则,助力教师职业生涯发展;以学习效果为导向,关注学生发展。In the information age, higher education reform has led to the transformation of teaching paradigm to learning paradigm. All aspects of teaching and learning in higher education have been changed, such as the ways of educational philosophy, educational value, classroom teaching, teaching organization and implementation, and the way of learning and examination are quite different. faculty development, personal development and Under the learning paradigm, the integration of university development, graduates~ development, has given the new connotation of the theoretical model of faculty development. In the practice, constructing the center for faculty development as the university teaching internal support institution, we should promote the university reform as a learning-centered organization, improve teachers＂ teaching academic ability under the guidance of teaching culture, help teachers＂ career development based on supportive principles, and pay attention to the student-oriented development by learning outcome.

关 键 词：教师发展 学习范式 教师教学发展中心 

分 类 号：G645.1[文化科学—高等教育学]