中美高校教师教学发展比较研究

发布时间：2018-12-11 01:19

【摘要】：随着我国民众对高等教育需求的扩大以及高等教育质量保障和提高所面临的日益严峻挑战,如何保障和提高高等教育质量已成为高等教育界的重要课题。教师是高校生存和发展的根本,要提高高等教育质量,就应从教师队伍入手,提升教师教学能力。其中,提升教师教学能力最根本的举措之一就是促进高校教师教学发展。美国作为最早开始探索高校教师教学发展的先进代表,其成就举世瞩目,也成为我国开展高校教师教学发展工作和研究高校教师教学发展的学习典范。对中美两国高校教师教学发展的比较研究,是对教师教学发展研究的拓展,也是对比较研究的深化,同时能为促进我国高校教师教学发展提供参考。美国高校教师教学发展在历经学者时代、教师时代、发展者时代、学习者时代和网络时代五个阶段后,呈现出多样化的组织模式,在其四类组织机构中,校内组织发挥着最重要、最直接的作用。目前,美国大部分高校都设有中心类组织和委员会类组织,这些组织具有人员齐备,组织化程度高,发展方式丰富多样,活动方式人性化、有针对性等特点。以普林斯顿大学为例,麦格雷教与学中心、学术办公室与人力资源处承担着教师教学发展的主要任务,在良好的教师教学发展氛围中,教学午餐会、研究生助教项目、中年教师职业计划等活动取得了显著成效。而中国高校教师教学发展起步于21世纪初期,目前还处于初级阶段;自2012年30所国家级教师教学发展示范中心成立以来,各高校教学中心都开展了全面丰富的活动和个性化的服务,高校教师教学发展也取得了不少成就,以浙江大学为例,其多样化的教学发展项目和完善的评价与反馈制度也取得了较好的效果。但是,许多高校仍存在观念认识欠正确、制度不健全、实践不足等问题。结合我国目前高校教师教学发展工作的现状及美国的成功经验,我国高校教师教学发展工作应各方参与、优化机构建设以及有效开展活动。
[Abstract]:With the expansion of the demand for higher education and the increasingly severe challenge of ensuring and improving the quality of higher education, how to guarantee and improve the quality of higher education has become an important subject in the field of higher education. Teachers are the basis of the survival and development of colleges and universities. In order to improve the quality of higher education, we should start with teachers and improve their teaching ability. Among them, one of the most fundamental measures to improve teachers' teaching ability is to promote the development of college teachers' teaching. As the first advanced representative to explore the development of college teachers' teaching, the United States has attracted worldwide attention and become a learning model for the development of college teachers' teaching and research in our country. The comparative study on the development of teachers' teaching in colleges and universities in China and the United States is an extension of the research on the development of teachers' teaching, as well as a deepening of the comparative research, which can also provide a reference for promoting the development of teachers' teaching in colleges and universities in China. The development of teacher teaching in American colleges and universities has experienced five stages: scholar age, teacher age, developer era, learner era and network age, showing a diversified organizational model in its four types of organization. Internal organizations play the most important and direct role. At present, most colleges and universities in the United States have central organizations and committee organizations. These organizations have the characteristics of complete personnel, high degree of organization, rich and diverse ways of development, humanization of activities, pertinence and so on. Take Princeton University as an example. The McGregor Center for Teaching and Learning, the academic Office and the Human Resources Department are responsible for the main tasks of teacher teaching development. Activities such as career plans for middle-aged teachers have achieved remarkable results. However, the development of teachers' teaching in colleges and universities in China started at the beginning of the 21st century and is still in its infancy. Since the establishment of 30 state-level teacher teaching development demonstration centers in 2012, each university teaching center has carried out comprehensive and rich activities and individualized services, and has made many achievements in the development of college teachers' teaching. Take Zhejiang University as an example. Its diversified teaching development projects and perfect evaluation and feedback system have also achieved good results. However, many colleges and universities still exist some problems, such as incorrect understanding of ideas, imperfect system and insufficient practice. Combined with the current situation of teaching development in colleges and universities in China and the successful experience of the United States, teachers' teaching development in colleges and universities in China should involve all sides, optimize the construction of institutions and carry out effective activities.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G649.1

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