研究性学习教学模式下的教师职业能力发展路径研究

发布时间：2018-03-09 09:35

本文选题：研究性学习　切入点：角色特征　出处：《中国大学教学》2013年10期 　论文类型：期刊论文

【摘要】：本文针对研究性学习教学模式对教师角色观念和教学能力提出的挑战,基于浙江万里学院已经实施三年多研究性学习教学模式的现实基础,通过问卷调查、访谈、调查数据的统计分析,对适应研究性学习教学模式的教师角色特征、专业能力构成和能力发展路径进行了讨论,形成了教师应是学习促进者、教学内容设计者、学术研究者的角色概念;归纳了教学设计创新能力、课堂把握能力、信息技术运用能力、科学评价能力等是教师核心的职业能力;在此基础上,提出了通过培训、合作、研究、开放等方式来提升教师职业能力的途径,为可操作的教师专业能力发展培训体系建设做了有益探索。
[Abstract]:This paper aims at the challenge of inquiry learning teaching mode to teachers' role concept and teaching ability, based on the realistic foundation that Zhejiang Wanli University has implemented more than three years' research learning teaching mode, through questionnaire investigation, interview, and so on. Based on the statistical analysis of the survey data, this paper discusses the teachers' role characteristics, professional ability constitution and ability development path, which are adapted to the research-oriented learning teaching mode, and concludes that teachers should be learning promoters and teachers should be the designers of teaching contents. The role concept of academic researchers, the ability of teaching design innovation, classroom mastery, information technology application, scientific evaluation and so on are the core professional abilities of teachers, and on the basis of this, the author puts forward that through training, cooperation, research, and so on, The ways to improve teachers' professional ability are open, which is beneficial to the construction of operational training system for teachers' professional competence development.
【作者单位】：浙江万里学院计算机与信息学院;浙江万里学院;
【基金】：浙江省教育厅2013年度科研计划项目“研究性学习教学模式下的老师专业能力发展路径研究”(项目编号:Y201329080)
【分类号】：G642

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