摘要
大学教师教学发展是组织支持与引导下教师个人的自主发展过程。常青藤联盟高校在系统搭建教学制度体系、活动体系和支持体系的同时,也为教师教学发展搭建了发展的阶梯。在组织设定的发展框架内,常青藤联盟高校教师可以从以下几个方面实现发展:在制度框架下"规范"发展;在教学观察与反思中的问题解决式发展;基于教学共同体的合作发展;基于基金与奖助体系的教学探索与研究发展;基于多维发展路径,教师实现由规范教学新手向智慧型教学专家转变。
The development of faculty＇ s teaching ability is a process of self-development under the steering and support of university. As a league of first-class university, s teaching ability development while developing teaching League Universities could develop their teaching ability Ivy League Universities set up the ladder for faculty＇ systems and constructing teaching resource. Faculty of Ivy from beginner to expert under the obvious framework of teaching system from the following aspects： getting standardized development under the teaching system; obtaining the development of the mode of problem-solving by teaching observation and reflection; getting cooperative development based on teaching community; and following the mode of research-development with the fund and award of teaching.
作者
陆道坤
陈倩
蒋叶红
LU Daokun;CHEN Qian;JIANG Yehong(Jiangsu University, Zhenjiang Jiangsu 212013;Shanghai Normal University, Shanghai 200234)
出处
《现代教育管理》
CSSCI
北大核心
2018年第6期64-69,共6页
Modern Education Management
基金
教育部2016年度高校示范马克思主义学院和优秀教学科研团队建设重点项目"思想政治理论课教师队伍教学能力建设研究"(16JDSZK023)
关键词
一流大学
常青藤大学联盟
教师教学发展
first-class university
Ivy League
faculty＇ s teaching ability development
