认知学徒制模式下应用型高校新任教师学习共同体构建研究与实践  

Research and Practice of Building a Learning Community for New Teachers in Application-oriented Universities under the Cognitive Apprenticeship Model

作　　者：赖宁艺 LAI Ningyi(School of Foreign Languages Guangzhou Xinhua University,Guangzhou 510520,Guangdong,China)

机构地区：[1]广州新华学院外国语学院,广州510520

出　　处：《景德镇学院学报》2023年第4期61-65,共5页Journal of JingDeZhen University

基　　金：广东省哲学社会科学规划项目“十三五”规划外语信息化专项(GD20WZX01-03);广州新华学院高等教育教学改革项目(一般类)(2022J014);广东省本科高校教学质量与教学改革工程建设项目(2022J014-2)。

摘　　要：新任大学教师在入职初期是专业发展的关键适应期,是他们开始面临身份转型的重要阶段,常常会碰到棘手的教学实践与教学管理问题。本研究结合应用型高校办学特点,采用认知学徒制理念的专家引导、真实情境学习和模仿等模式,构建新任大学教师学习共同体,关注新任大学教师的真实课堂教学任务、鼓励新任教师向专家模仿、让新任教师始终浸润在真实的课堂教学情境中,在专家的引导下解决问题,通过实践获得专家的技能和解决问题策略,实现高阶技能的有效发展。The initial period of university teachers'professional development is the key adaptation period,which is also a stage when they have to experience identity transformation,and at this time they often encounter some difficulties and problems in their teaching practice and management.Based on the characteristics of application-oriented colleges and universities,this study builds a learning community of new college teachers under the guidance of cognitive apprenticeship philosophy and the ideas of real-situation learning and imitation,analyzing the real teaching tasks of new college teachers and encouraging new teachers to imitate teaching experts.Also,it proposes that new teachers should be immersed in real classroom teaching situations so that they can solve problems by imitating,acquire professional skills and problem-solving strategies through practice,and thus realize effective development of higher-order skills.

关 键 词：认知学徒制 新任大学英语教师 学习共同体 

分 类 号：G645.1[文化科学—高等教育学]