高校教师教学发展能力的结构与培育  

The Structure and Cultivation of the Teaching Development Competence of Teachers in Colleges and Universities

作　　者：李辉[1,2] 龙宝新 李贵安[4] LI Hui;LONG Baoxin;LI Guian(Northwestern Poly technical University,Xi'an 710072;Shaanxi Normal University,Xi’an 730070)

机构地区：[1]西北工业大学教学研究与教师发展中心,陕西西安710072 [2]西北工业大学高等教育研究所,陕西西安710072 [3]陕西师范大学教育学院,陕西西安730070 [4]陕西师范大学教务处,陕西西安730070

出　　处：《中国高教研究》2020年第11期60-65,共6页China Higher Education Research

基　　金：国家自然科学基金委管理学部2020年第1期应急管理项目“行业特色高校高质量发展的内涵、机制与路径研究”(72041013);国家社会科学基金“‘一带一路’倡议下创新创业大学生跨文化能力培养研究”(BIA200170);2019年度陕西高等教育教学改革研究重点攻关项目“新时代高校一流教师教育教学发展体系研究——以陕西高水平大学为例”(19ZG005)的研究成果。

摘　　要：教师教学发展是由教学发展认知、教学发展方式与教学发展意识等构成的三位一体的发展过程,教师教学发展能力特指教师教学专业视野的扩展能力、教学专业问题的应对能力与教学专业自我更新能力的总和。教学发展能力是高校教师的核心专业能力,其三大构成要素是:教学认知力、教学应变力与教学专业自我发展力。面向新时代,高校要培育教师的教学发展能力,必须引导教师多角度认知教学,常态化开展教学问题问诊活动,开展教师专业自我意识教育。Teachers’teaching development is a complete process composed of the cognition,modes,and awareness of teaching development.Teaching development competence refers in particular to the combination of a teacher’s capacity to expand the vision,cope with the problems,and realize the self-renewal of the specialty he or she is teaching.For teachers in colleges and universities,teaching development competence is the core specialty competence that is made up of three key elements,namely teaching cognitive ability,teaching adaptability to changes,and the self-development potential of the taught specialty.On the threshold of the new era,colleges and universities at all levels must offer guidance for teachers to achieve the multi-dimensional understanding toward teaching,carry out the regular activities to analyze and solve the teaching problems,and promote the education toward teachers’self-awareness of their specialties for the sake of cultivating teachers’teaching development competence.

关 键 词：教学发展能力 高校教师 结构 培育 

分 类 号：G645.1[文化科学—高等教育学]