什么是大学教师“教学学术能力”:内涵与发展路径  

What is University Teachers’ Scholarship Ability of Teaching and Learning:Connotation and Development Path

作　　者：刘喆[1] Liu Zhe(School of Mathematics Science,South China Normal University,Guangzhou 510631,China)

机构地区：[1]华南师范大学数学科学学院,广州510631

出　　处：《华东师范大学学报（教育科学版）》2022年第10期54-64,共11页Journal of East China Normal University:Educational Sciences

基　　金：教育部人文社会科学研究青年基金项目“设计思维视域下面向职前教师信息化教学能力发展的教学改革研究”(18YJC880060)。

摘　　要：大学教师的教学学术能力是指为了促进学生深度学习和学科素养发展,教师能运用恰当方法对教与学问题进行研究,将研究结果作用于教学活动,同时公开分享供同行评价和建构的一种实践性知能结构体。教学学术能力不仅包括专门的学术知识和学术能力,还涵盖由“学科内容—教学法”融通转化的学科教学能力,其核心是课程开发和教学设计能力。教学学术能力凸显出鲜明的实践性、融合性和发展性特征。教学学术能力与学科学术能力、教育研究能力、学术性教学能力既相互联系又互有区别。大学教师教学学术能力的提升路径包括:一是构建结构模型——教学学术能力发展的连续统;二是注重反思性实践——教学学术能力发展的源头活水;三是推进行动研究——教学学术能力发展的必由之路。Scholarship ability of teaching and learning is a kind of practical expertise structure that teachers can use appropriate methods to study teaching and learning problems,apply the research results to teaching activities,and public sharing for community evaluation and construction,in order to promote students’ deep learning and discipline literacy development.It not only has specialized scholarship knowledge and ability,but also includes pedagogical content ability transformed by the combination of content knowledge and pedagogics among which the ability of curriculum development and teaching design is the core.Scholarship ability of teaching and learning highlights distinctive practical,integrative and developmental.It is related to and different from discipline scholarship ability,educational research ability and scholarly teaching ability.The ways to improve university teachers’ scholarship ability of teaching and learning include constructing the development model,attaching importance to reflective practice,and promoting action research.

关 键 词：教学学术 教学学术能力 学科学术能力 教育研究能力 学术性教学能力 

分 类 号：G642[文化科学—高等教育学]