专业认证理念下教师课程参与:价值、困境与出路  

Teachers’ Curriculum Participation Under the Concept of Professional Certification:Value,Predicament and Countermeasures

作　　者：曹霞 CAO Xia(Guangzhou University,Guangzhou 510006,China;Guangxi Normal University,Guilin 541004,China)

机构地区：[1]广州大学教育学院,广东广州510006 [2]广西师范大学广西高等学校师资培训中心,广西桂林541004

出　　处：《黑龙江高教研究》2022年第12期1-6,共6页Heilongjiang Researches on Higher Education

基　　金：教育部首批新文科研究与改革实践项目“‘五位一体多维协同’文科教育教师教学发展示范中心建设”(编号:2021190012);2021年度广西人文社会科学发展研究中心“科学研究工程”专项项目“新时代高校青年教师教学学术发展评价激励机制研究”(编号:ZXJY202102)阶段性成果之一。

摘　　要：专业认证是我国高校本科专业人才培养全面改革的推手和内涵式建设的重要保障,专业认证坚持以“学生中心、产出导向、持续改进”为核心理念,强化了教师参与专业人才培养过程的深度、广度和效度,课程参与是主要途径。在专业认证实践中,教师课程主体意识不强、课程核心能力不足和课程研究动力欠缺影响教师课程参与的质量和效果。唤醒教师课程主体意识、培养教师课程能力和推进教师把课程研究作为学术,是提升教师课程参与质量的现实路径。Professional certification is the driving force for the comprehensive reform of undergraduate professional training in colleges and universities in China and an important guarantee for connotation construction. The core concept of “student-centering education, output-based education and continuous quality improvement” of professional certification strengthens the depth, breadth and validity of teachers’ participation in the process of professional talent training, and curriculum participation is the main way. In professional certification practice, teachers’ lack of curriculum subject consciousness, lack of curriculum core competence and lack of curriculum research motivation affect the quality and effect of teachers’ curriculum participation. Awakening teachers’ curriculum subject consciousness, cultivating teachers’ core curriculum ability and promoting teachers’ academic curriculum research are the realistic paths to improve the quality of teachers’ curriculum participation.

关 键 词：高校教师 专业认证 核心理念 课程参与 

分 类 号：G642.3[文化科学—高等教育学]