从专门技术到慎思行为:从“教学学术”视角重新审思大学教师专业发展  

From Technical Expertise to Deliberative Behavior:Rethinking the Professional Development of University Teachers from the Perspective of Scholarship of Teaching

作　　者：陈明 姬祥文 CHEN Ming;JI Xiangwen(College of Education,Qufu Normal University,Qufu 272000,China;School of Psychology and Educational Scienas,Zaozhuang University,Zaozhuang 277160,China;Stanfort Academy,Singapore,248922,Singapore)

机构地区：[1]曲阜师范大学教育学院,山东济宁272000 [2]枣庄学院心理与教育科学学院,山东枣庄277160 [3]新加坡斯坦福特学院,新加坡248922

出　　处：《枣庄学院学报》2023年第6期116-121,共6页Journal of Zaozhuang University

摘　　要：大学教师的专业发展离不开学术水平、教学水平、“教学学术”水平的提升。教学、学术、“教学学术”从整到分再到整的过程是历史维度中的教师专业发展的过程,当前,大学需要的不只是专业技术人员,更需要完整的“人师”。博耶和赖斯提出的“教学学术”较好地诠释了大学教师专业发展中教学与学术应该交织在一起的重要意义。大学教师从最初的将教学作为一种专业技术活动到形成成熟的慎思行为,即从最开始的仅是完成教学任务到逐步学会反思、共享学术成果并应用到教学中,从而真正实现职业生涯中的专业发展。The professional development of university teachers cannot be separated from the improvement of academic level,teaching level and teaching academic level.The process of teaching,academic,teaching and academic from integration to division and then to integration is the process of teacher professional development in the historical dimension.At present,universities need not only professional and technical personnel,but also complete "human teachers".The "teaching and academic" proposed by Boyer and Rice well interprets the important significance that teaching and learning should be intertwined in the professional development of university teachers.A university teacher takes teaching as a professional and technical activity at the very beginning to form a mature deliberative behavior,that is,from completing teaching tasks at the very beginning to gradually learning to reflect,share academic achievements and apply them to teaching,so as to truly realize professional development in his career.

关 键 词：教师专业发展 教学学术 慎思 教学合作机制 

分 类 号：G640[文化科学—高等教育学]