大学教师教学学术发展的困境及其成因

发布时间：2018-11-07 16:56

【摘要】：教学是大学之本,也是大学教师的最为重要的职责。然而,随着大学职能的不断拓展,科学研究在大学中的地位愈发重要。于是,大学教师作为研究者的价值也随之突出,大学教师的角色和职责发生漂移。为此,我们有必要重新审视大学教师的职责。事实上,学界早已提出的教学学术理念已在理论上为教师的教学研究相关工作给予了清晰的描述和阐释。但是,这一理念是否被广大教师们所认同?又能否顺利地落实到大学的实践之中?尽管已有部分学者针对当前国内大学教学学术现状展开了实证调查,但是得出的结论大相径庭且难以获知教师及其他利益相关者对于教学学术理念的认知。正是基于上述问题,本论文将研究目标定位于大学教师教学学术发展困境与成因的讨论与分析。在已有研究的基础之上,通过访谈的形式分别就“教学学术是什么”、“为何从事教学学术”、“教学学术有什么用”、“如何保障教学学术的开展”这四个有机关联的问题展开讨论并进行逻辑分析,试图对实证研究的结论做出验证、补充与修正。研究发现,并非所有的大学教师都认同教学学术的理念、部分教师并不愿意从事教学学术、教师较少开展教学学术且难以取得并传播优质的学术成果。究其原因,就在于教师对学术与教学存在认识上的分歧、对教学学术成果认知狭隘并缺少开展教学学术的内部动机与外部保障。最终,结合上述研究发现及当前大学现状,从教师专业发展层面、教师评价制度层面及教学管理层面提出适用于我国大学教师发展教学学术的具体路径。
[Abstract]:Teaching is the foundation of university and the most important duty of university teachers. However, with the continuous expansion of university functions, scientific research has become more and more important in universities. As a result, the value of university teachers as researchers also stands out, and the roles and responsibilities of university teachers drift. To this end, we need to re-examine the role of university teachers. As a matter of fact, the academic concepts that have been put forward by academic circles have been clearly described and explained in theory for teachers' teaching research. However, is this concept accepted by the majority of teachers? Can it be successfully implemented in the practice of universities? Although some scholars have carried out empirical investigation on the current academic situation of university teaching in China, the conclusions are quite different and it is difficult to know the cognition of teachers and other stakeholders on the academic concept of teaching. Based on the above problems, this thesis aims at the discussion and analysis of the difficulties and causes of the academic development of college teachers' teaching. On the basis of the existing research, through the form of interviews, respectively, "what is teaching learning", "why is teaching academic", "what is the use of teaching learning", "how to ensure the development of teaching and learning" is discussed and logic analysis is carried out to verify, supplement and revise the conclusions of empirical research. It is found that not all university teachers agree with the concept of teaching and learning, and some teachers are unwilling to engage in teaching and learning, teachers seldom develop teaching academic and it is difficult to obtain and disseminate high quality academic achievements. The reason lies in the teachers' different understanding of learning and teaching, the narrow understanding of teaching academic achievements and the lack of internal motivation and external guarantee to carry out teaching and learning. Finally, combined with the above findings and the current situation of university, the author puts forward the specific path of teaching development of university teachers in China from the aspects of teacher professional development, teacher evaluation system and teaching management.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G645.1

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