教学学术:高校课堂教学质量提升新视角
|
摘要
我国经济社会的发展已经进入新时代,对优秀人才的需求愈加迫切。高校作为人才培养的主阵地,有义务为经济社会发展输出优秀人才,这就为人才培养的微观领域——课堂教学提出了时代性要求。为了更好地完成人才培养的要求,高校课堂教学需要不断提升质量,而"教学学术"范式为其提供了新的视角。基于对"教学学术"理念的解读,梳理了教学学术的概念沿革、教学作为学术的根据和作为教与学的学术的实然存在;通过教师、学生与制度三个方面分析了高校课堂教学提升所涉及到的影响因素及其困境,并探讨了教学学术作用于高校课堂教学质量提升的应然性与必然性;从三个方面提出了教学学术作用于高校课堂教学质量提升的路径:教师——基础性路径、学生——根本性路径、制度——保障性路径。
China's economic and social development has entered a new era and the demand for outstanding talents is increasingly urgent.As the main position of talent cultivation,universities have the obligation to export outstanding talents for economic and social development,which puts forward the requirements of the times for micro field of talent cultivation-classroom teaching.In order to better fulfill the requirements of talent cultivation,classroom teaching quality in universities needs to be continuously improved and "teaching for academic purpose" paradigm provides a new perspective.Through the interpretation of "teaching for academic purpose",the concept evolution of the teaching,the academic basis of teaching and the actual existence of scholarship as teaching and learning are sorted out.Influencing factors and difficulties involved in the improvement of classroom teaching in universities are analyzed from three aspects of teachers,students and institutions,and the propriety and necessity of the academic role of teaching in improving the quality of classroom teaching in universities are discussed.From three aspects,the paths for improving the quality of classroom teaching in universities are out forward:teachers-basic path and students-fundamental path and system--indemnificatory path.
China's economic and social development has entered a new era and the demand for outstanding talents is increasingly urgent.As the main position of talent cultivation,universities have the obligation to export outstanding talents for economic and social development,which puts forward the requirements of the times for micro field of talent cultivation-classroom teaching.In order to better fulfill the requirements of talent cultivation,classroom teaching quality in universities needs to be continuously improved and "teaching for academic purpose" paradigm provides a new perspective.Through the interpretation of "teaching for academic purpose",the concept evolution of the teaching,the academic basis of teaching and the actual existence of scholarship as teaching and learning are sorted out.Influencing factors and difficulties involved in the improvement of classroom teaching in universities are analyzed from three aspects of teachers,students and institutions,and the propriety and necessity of the academic role of teaching in improving the quality of classroom teaching in universities are discussed.From three aspects,the paths for improving the quality of classroom teaching in universities are out forward:teachers-basic path and students-fundamental path and system--indemnificatory path.
引文
[1]刘隽颖.“教学学术”研究体系的四维建构及其实践机制[J].江苏高教,2019(1):74-82.
[2]王建华.大学教师发展--“教学学术”的维度[J].现代大学教育,2007(2):1-5.
[3]博耶,E.L.关于美国教育改革的演讲[M].涂艳国,译.北京:教育科学出版社,2002:78.
[4]钟志贤.开放大学的教学学术:内涵、意义和方法[J].中国远程教育,2012(9):10-23.
[5]Shulman.L.S.From minsk to pinsk:Why a scholarship of teaching and learing?[J].The Journal of Scholarship of Teaching and Learing,2000(1):48.
[6]Andresen L.A useable,tran-disciplinary conception of scholarship[J].Higher Education Reaserch&Development,2000(2):137-153.
[7]McKinney K.Enhancing learning through the scholarship of teaching and learning:the challenges and joys of juggling[M].San Francisco:Jossey-Bass,2007:6.
[8]Glassick C,Huber M,Maeroff G.Scholarship assessed:Evaluation of the professoriate[M].San Francisco:Jossy-Bass,1997:22-36.
[9]王玉衡.试论大学教学学术运动[J].外国教育研究,2005(12):25.
[10]Rice E.Towards a broader conception of scholarshaip:The American context[A].In Whiston&Geiger.Research and higher education:The United Kingdom and the United States.Buckingham:SRHE and Open University Press,1992:117-129.
[11]钟瑞添.提升大学课堂教学质量的路径选择[J].中国高等教育,2008(7):37-39.
[12]吴向明,方学礼.教学学术:本科教学质量提升的应然选择[J].高等工程教育研究,2009(5):130-133.
[13]马廷奇.论大学教师的责任[J].高等教育研究,2008(5).
[14]刘振天.教学与科研内在属性差异及高校回归教学本位之可能[J].中国高教研究,2017(6):18-25.
[15]时伟.大学教师专业发展模式探析--基于大学教学学术性的视角[J].教育研究,2008(7):81-84.
[16]李欢,魏宏聚.厄内斯特·博耶“教学学术”思想评析[J].理工高等教育,2009(6):107-108.
[17]周光礼,马海泉.教学学术能力:大学教师发展与评价的新框架[J].教育研究,2013(8):37-47.
[18]Hutchings P,Huber M,Ciccone A.Scholarship of teaching reconsidered:institutional integration and impact[M].San Francisco:Jossey-Bass,2005:25.
[19]郭自荣,徐纯柱,李淑玲,等.提高大学本科课堂教学质量的思考与探索[J].黑龙江畜牧兽医,2017(10上):274-277.
[20]韦薇.改革教师评价体系:提升高校课堂教学质量的突破口[J].重庆高教研究,2015(6):82-86.
[2]王建华.大学教师发展--“教学学术”的维度[J].现代大学教育,2007(2):1-5.
[3]博耶,E.L.关于美国教育改革的演讲[M].涂艳国,译.北京:教育科学出版社,2002:78.
[4]钟志贤.开放大学的教学学术:内涵、意义和方法[J].中国远程教育,2012(9):10-23.
[5]Shulman.L.S.From minsk to pinsk:Why a scholarship of teaching and learing?[J].The Journal of Scholarship of Teaching and Learing,2000(1):48.
[6]Andresen L.A useable,tran-disciplinary conception of scholarship[J].Higher Education Reaserch&Development,2000(2):137-153.
[7]McKinney K.Enhancing learning through the scholarship of teaching and learning:the challenges and joys of juggling[M].San Francisco:Jossey-Bass,2007:6.
[8]Glassick C,Huber M,Maeroff G.Scholarship assessed:Evaluation of the professoriate[M].San Francisco:Jossy-Bass,1997:22-36.
[9]王玉衡.试论大学教学学术运动[J].外国教育研究,2005(12):25.
[10]Rice E.Towards a broader conception of scholarshaip:The American context[A].In Whiston&Geiger.Research and higher education:The United Kingdom and the United States.Buckingham:SRHE and Open University Press,1992:117-129.
[11]钟瑞添.提升大学课堂教学质量的路径选择[J].中国高等教育,2008(7):37-39.
[12]吴向明,方学礼.教学学术:本科教学质量提升的应然选择[J].高等工程教育研究,2009(5):130-133.
[13]马廷奇.论大学教师的责任[J].高等教育研究,2008(5).
[14]刘振天.教学与科研内在属性差异及高校回归教学本位之可能[J].中国高教研究,2017(6):18-25.
[15]时伟.大学教师专业发展模式探析--基于大学教学学术性的视角[J].教育研究,2008(7):81-84.
[16]李欢,魏宏聚.厄内斯特·博耶“教学学术”思想评析[J].理工高等教育,2009(6):107-108.
[17]周光礼,马海泉.教学学术能力:大学教师发展与评价的新框架[J].教育研究,2013(8):37-47.
[18]Hutchings P,Huber M,Ciccone A.Scholarship of teaching reconsidered:institutional integration and impact[M].San Francisco:Jossey-Bass,2005:25.
[19]郭自荣,徐纯柱,李淑玲,等.提高大学本科课堂教学质量的思考与探索[J].黑龙江畜牧兽医,2017(10上):274-277.
[20]韦薇.改革教师评价体系:提升高校课堂教学质量的突破口[J].重庆高教研究,2015(6):82-86.