大学教师教学学术能力结构模型的构建
发布时间：2018-08-26 20:19
【摘要】：自从欧内斯特·博耶(Ernest L·Boyer)于1990年首次提出“教学学术”这一概念,高校开始关注教学从而提升教学质量。近年来,关于大学教师教学学术的研究日益增多,虽然其研究热度居高不下,但是关于教师教学学术能力构成的专项研究比较匮乏,试图建立教师教学学术能力的构成模型研究也相对较少。理论层面上缺乏对于教师教学学术能力构成的分析与研究就会导致关于大学教师教学学术能力现状的研究缺乏一定的分析维度,教师教学学术能力提升的策略研究也会缺少理论支撑。由此可知,研究大学教师教学学术能力的构成并建立结构模型,对于教师教学学术能力的理论发展有重要意义,同时也对于教师教学学术能力的后续研究而言至关重要。本研究从理论上对教师教学学术能力构成进行分析,在探讨了教师教学学术能力内涵、特征以及重要性的前提条件下,以赖斯(R.Eugene Rice)学术维度理论及阜南(P.E.Vernon)的能力层次结构理论为基础,梳理了国内外关于教师教学学术的研究,对大学教师教学学术能力构成进行明晰并对于其结构模型进行架构。在对于教师教学学术能力构成的研究成果中,除了理论层面的研究梳理外,还在高校选取了部分一线教师对于理论梳理出的教学学术能力进行选择,从实证角度再一次验证教师教学学术能力构成的具体成分。最后基于模型进一步提出大学教师教学学术能力提升的相应策略。本研究发现,第一,教师教学学术能力与教师教学能力间两者存在区别与联系,教师教学能力是教师教学学术能力中的基础构成部分,有扎实的教学能力,教师在发展教学学术能力方面才会有基础支撑;第二,依据阜南能力层次结构理论,大学教师教学学术能力结构第一层分为教学能力和学术能力两个大因素群,第二层为专业知识能力、反思探究能力、交流共享能力以及理论与教学创新能力等特殊能力;第三,依据螺旋迭代模型的基本原理以及唯物辩证法的哲学理论,结合已得出的教师教学学术能力的构成,建立了大学教师教学学术能力的双重螺旋迭代模型。基于研究所建立的大学教师教学学术能力结构的双重螺旋迭代模型,探索各构成方面中提升大学教师教学学术能力的可能路径。具体包括:扎实知识基础,提升专业实力;注重反思探索,时刻研究教学;公开交流共享,积极展示成果;培养创新意识,不断推陈出新等策略。
[Abstract]:Since Ernest Boyer (Ernest L Boyer) first put forward the concept of "teaching academic" in 1990, colleges and universities have begun to focus on teaching to improve the quality of teaching. In recent years, the research on the academic teaching of university teachers is increasing day by day. Although its research heat is high, the special research on the composition of teachers' academic ability in teaching is relatively scarce. There is also relatively little research on the constitutive model of teachers' academic ability in teaching. The lack of theoretical analysis and research on the composition of teachers' academic ability in teaching will lead to a lack of analytical dimensions in the research on the present situation of college teachers' academic competence in teaching. There is also a lack of theoretical support in the study of strategies for the improvement of teachers' academic ability in teaching. Therefore, it is very important for the theoretical development of teachers' teaching academic ability to study the composition of college teachers' teaching academic ability and to establish a structural model. At the same time, it is very important for the follow-up study of teachers' teaching academic ability. This study theoretically analyzes the composition of teachers' academic ability in teaching, and discusses the connotation, characteristics and importance of teachers' academic ability in teaching. Based on R.Eugene Rice's theory of academic dimension and P.E.Vernon 's theory of hierarchical structure of competence, this paper combs the domestic and foreign researches on the academic structure of teacher teaching, clarifies the composition of college teachers' academic ability of teaching and constructs its structural model. In the research results of the composition of teachers' academic ability in teaching, in addition to the theoretical research, some first-line teachers are also selected to choose the teaching academic ability of theoretical combing in colleges and universities. From the empirical point of view, once again verify the specific components of teachers' academic ability in teaching. Finally, based on the model, the paper puts forward the corresponding strategies to improve the academic ability of university teachers. First, there are differences and relations between teachers' teaching academic ability and teachers' teaching ability. Teachers' teaching ability is a basic part of teachers' teaching academic ability, and has solid teaching ability. Secondly, according to the hierarchy structure theory of Funan ability, the first layer of university teachers' teaching academic ability can be divided into two groups: teaching ability and academic ability. The second level is the ability of specialized knowledge, the ability of reflection and inquiry, the ability of communication and sharing, the ability of theory and teaching innovation, and the third, according to the basic principle of spiral iterative model and the philosophical theory of materialist dialectics, A double spiral iterative model of college teachers' teaching academic ability is established in combination with the structure of teachers' academic ability in teaching. Based on the double spiral iterative model of the structure of university teachers' teaching academic ability, this paper explores the possible ways to improve the teaching academic ability of university teachers in various components. Specific include: solid knowledge base, enhance professional strength; pay attention to reflection and exploration, research and teaching at all times; open communication and sharing, positive display of results; cultivate innovative consciousness, constantly bring forth the old and bring forth new ideas and so on.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.1
本文编号：2206045
[Abstract]:Since Ernest Boyer (Ernest L Boyer) first put forward the concept of "teaching academic" in 1990, colleges and universities have begun to focus on teaching to improve the quality of teaching. In recent years, the research on the academic teaching of university teachers is increasing day by day. Although its research heat is high, the special research on the composition of teachers' academic ability in teaching is relatively scarce. There is also relatively little research on the constitutive model of teachers' academic ability in teaching. The lack of theoretical analysis and research on the composition of teachers' academic ability in teaching will lead to a lack of analytical dimensions in the research on the present situation of college teachers' academic competence in teaching. There is also a lack of theoretical support in the study of strategies for the improvement of teachers' academic ability in teaching. Therefore, it is very important for the theoretical development of teachers' teaching academic ability to study the composition of college teachers' teaching academic ability and to establish a structural model. At the same time, it is very important for the follow-up study of teachers' teaching academic ability. This study theoretically analyzes the composition of teachers' academic ability in teaching, and discusses the connotation, characteristics and importance of teachers' academic ability in teaching. Based on R.Eugene Rice's theory of academic dimension and P.E.Vernon 's theory of hierarchical structure of competence, this paper combs the domestic and foreign researches on the academic structure of teacher teaching, clarifies the composition of college teachers' academic ability of teaching and constructs its structural model. In the research results of the composition of teachers' academic ability in teaching, in addition to the theoretical research, some first-line teachers are also selected to choose the teaching academic ability of theoretical combing in colleges and universities. From the empirical point of view, once again verify the specific components of teachers' academic ability in teaching. Finally, based on the model, the paper puts forward the corresponding strategies to improve the academic ability of university teachers. First, there are differences and relations between teachers' teaching academic ability and teachers' teaching ability. Teachers' teaching ability is a basic part of teachers' teaching academic ability, and has solid teaching ability. Secondly, according to the hierarchy structure theory of Funan ability, the first layer of university teachers' teaching academic ability can be divided into two groups: teaching ability and academic ability. The second level is the ability of specialized knowledge, the ability of reflection and inquiry, the ability of communication and sharing, the ability of theory and teaching innovation, and the third, according to the basic principle of spiral iterative model and the philosophical theory of materialist dialectics, A double spiral iterative model of college teachers' teaching academic ability is established in combination with the structure of teachers' academic ability in teaching. Based on the double spiral iterative model of the structure of university teachers' teaching academic ability, this paper explores the possible ways to improve the teaching academic ability of university teachers in various components. Specific include: solid knowledge base, enhance professional strength; pay attention to reflection and exploration, research and teaching at all times; open communication and sharing, positive display of results; cultivate innovative consciousness, constantly bring forth the old and bring forth new ideas and so on.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.1
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