教学学术视域下大学教师教学角色研究

发布时间：2019-03-15 07:00

【摘要】：教学角色是大学教师最本质的角色。知识爆炸的时代背景,高等教育的大众化、信息化进程和大学教师评价制度都对大学教师教学角色形成了巨大的冲击和挑战。在高等教育建设“双一流”的背景下,大学教师对自我教学角色的领悟和实践,直接影响到教学质量和人才培养质量乃至大学的发展。本研究将大学教师的教学角色置于教学学术的视域下考察,对大学教师教学角色的“实然”与“应然”进行挖掘,进而提出相应的对策和建议。本研究一共分为四部分。第一部分是绪论,本部分主要介绍了论文的选题缘由、国内外研究现状、研究意义、研究思路与方法。第二部分即论文的第二章、第三章。本部分将教学学术的内涵从学术和教学水平两方面进行论述,并指出,教学学术的基本要素应包含实践、反思、知识与交流。大学教学内容的高深性、教学对象的复杂性、教学过程的探索性与教学目的的多样性都证明了大学教学具有学术性特征。在此基础上,将教学学术与大学教师的教学角色相结合进行价值论证,回答“为什么需要教学学术?”这一问题,从改善教师教学角色冲突与促进教学角色的双重价值回归两方面进行分析。第三部分即论文的第四章。本部分立足于前文中对教学学术的理论分析,指明教学学术视域下大学教师教学角色之“应然”,本文将其定位为教学知识的追求者,教学实践的反思者,教学经验的分享者,教学管理的参与者,教学发展的自主者和教学交往的组织者。第四部分即论文的第五章,大学教师教学角色的“实然”分析。此部分将视线转移至鲜活的教学实践场域,尝试通过观念、反思、传播、管理、发展与交往六个方面的障碍勾勒出在现实世界的教学角色之“实然”。第五部分即论文的第六章,大学教师教学角色之“应然”的建构。本部分结合第三、第四部分对教学角色“应然”与“实然”的勾画,提出具体的建构途径。
[Abstract]:Teaching role is the most essential role of university teachers. The background of knowledge explosion, the popularization of higher education, the process of informatization and the evaluation system of university teachers all have a great impact and challenge on the teaching role of university teachers. Under the background of "double-first-class" construction of higher education, the comprehension and practice of university teachers' self-teaching role directly affect the teaching quality, talent training quality and even the development of the university. This research puts the teaching role of university teachers in the perspective of teaching and learning, excavates the "reality" and "ought to be" of the teaching role of university teachers, and then puts forward the corresponding countermeasures and suggestions. This study is divided into four parts. The first part is the introduction, this part mainly introduces the reasons of the thesis, the domestic and foreign research status, research significance, research ideas and methods. The second part is the second chapter, the third chapter. This part discusses the connotation of teaching academic from both academic and teaching level, and points out that the basic elements of teaching academic should include practice, reflection, knowledge and communication. The high depth of the teaching contents, the complexity of the teaching objects, the exploration of the teaching process and the diversity of the teaching objectives all prove the academic characteristics of the university teaching. On this basis, the teaching academic and the university teacher's teaching role are combined to carry on the value argumentation, answer "Why need the teaching academic?" This problem is analyzed from two aspects: improving the conflict of teacher's teaching role and promoting the double value regression of teaching role. The third part is the fourth chapter of the paper. Based on the theoretical analysis of teaching and learning in the previous article, this part points out the role of university teachers in teaching from the perspective of academic teaching, which is defined as the pursuer of teaching knowledge, the reflection of teaching practice, and the sharing of teaching experience, which is regarded as the follower of teaching knowledge, the reflection of teaching practice, and the sharing of teaching experience. The participants in teaching management, the self-determination of teaching development and the organizer of teaching communication. The fourth part is the fifth chapter of the paper, the "actual" analysis of the teaching role of university teachers. In this part, we will shift our attention to the vivid field of teaching practice, and try to outline the "reality" of the teaching role in the real world through the obstacles of concept, reflection, communication, management, development and communication. The fifth part is the sixth chapter of the paper, the construction of the teaching role of university teachers. This part combines the third and the fourth part to the teaching role "ought to be" and "the reality" the sketch, puts forward the concrete construction way.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.1

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