美国高校教师发展工作历程、特点及启示  

The Development Process,Characteristics and Enlightenment of American College Teachers

作　　者：王森[1] WANG Sen(Center for Undergraduate Teaching Evaluation and Guidance,Zhejiang Sci-Tech University)

机构地区：[1]浙江理工大学本科教学评价与指导中心,浙江杭州310018

出　　处：《教育理论与实践》2020年第18期44-46,共3页Theory and Practice of Education

基　　金：2018年教育部第二批产学合作协同育人项目“新时代高校教师教学专业化发展培训的研究与实践”(项目编号:201802031019)的研究成果。

摘　　要：美国高校教师发展工作经历了学者、教育者、开发者、学习者和协同者五个时代。美国高校教师发展工作特点是:有效平衡教与学的关系、高效清晰的组织运行机制、服务至上的工作理念。借鉴美国的经验,国内高校教师发展中心的发展要明确组织定位,转变发展理念;细化职责分配,提高专业水平;加强沟通交流,整合多方资源,以期为加强高校教师发展中心的建设与改革提供理论及经验支撑。Teachers’Development in American universities has gone through such five stages as scholars,educators,developers,learners and collaborators.The characteristics of teachers’development in American universities include:effective balance between teaching and learning,efficient and clear organization and operation mechanism,and service-oriented work concept.In order to provide theoretical and empirical support for strengthening the construction and reform of the teachers’development center in universities,we should make clear the organizational orientation,change the development concept,refine the responsibility distribution,improve the professional level,strengthen communication and exchange,and integrate multiple resources.

关 键 词：美国高校 教师发展工作 组织定位 发展理念 职责分配 沟通交流 

分 类 号：G655[文化科学—教育学]