师生对“教学优点”的不同定义——基于复旦大学问卷调查的分析

发布时间：2018-06-19 05:45

本文选题：教师专业发展 + 教学优点　；参考：《复旦教育论坛》2012年04期

【摘要】：在当下的后工业时代,教师掌控学生学习的知识控制范式悄悄地崩溃,随之而来的挑战是教师必须重新调整他们在学生学习中的角色和定位。然而,值得探讨的问题是,这种调整和改变在现实中是否发生。本文依据复旦大学师生大调查的相关内容,试图追问以下问题:在对教学的认知和体验方面,教师和学生是否存在差异?教师怎样认识他们的教学优点?受到学生认可的教学优点又是哪些呢?他们之间有不一致的地方吗?本文用调查数据对上述问题作出回答,并试图探讨大学教师为何需要持续的专业发展以及需要何种发展模式。
[Abstract]:In the present post-industrial era, the knowledge control paradigm of teachers' control of students' learning collapses quietly, and the challenge is that teachers must readjust their role and position in students' learning. The question to be explored, however, is whether such adjustments and changes take place in reality. Based on the relevant contents of the Fudan University teacher-student survey, this paper tries to ask the following questions: are there any differences between teachers and students in the cognition and experience of teaching? How do teachers understand their teaching strengths? What are the advantages of teaching recognized by students? Are there any inconsistencies between them? This paper uses the survey data to answer the above questions and tries to explore why university teachers need to develop their major continuously and what kind of development mode they need.
【作者单位】：复旦大学;
【基金】：2011年上海市高校本科重点教学改革项目“研究型大学教师发展制度(FD)的系统建构” 国家自然科学基金青年基金“纵向数据下EV模型的广义矩估计及其应用”(11001059)
【分类号】：G642.0

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