制约美国高校生物学教师教学质量提升的因素分析

The Analysis of the Factors Restricting the Improvement of Biology Teachers' Teaching Quality in American Universities and Colleges

21世纪美国的高等理科教育,尤其是生物学学科的教师教学质量始终满足不了学生和国家的需要,这引起美国政府和高校的高度重视。学者针对影响教学质量提高的因素做了多种分析,但多限于显性层面,即教育培训、时间投入、外在激励。基于此我们另辟蹊径,从教师职业认同的维度出发,更深层次地挖掘阻碍教学能力提升的因素,并提出以下措施:调整研究生教育,培训教育学知识;创建教学学术交流平台;加大教学在教师职业能力考核中的比重。

In the 21st century,American higher science education,especially biology teacher ＇s the quality of teaching can＇t meet the students＇ and national requirement,which has drawn great attention of the government and colleges and universities in the United States.Scholars make much analysis on the influencing factors for the teaching quality improvement,however,most research just limited in the dominance factor：education training,time and external incentives.Based on this,we find another way to study,starts from teachers＇ professional identities to deeply find the factors restricting the teaching ability improvement,and the following recommendations are proposed： regulate the graduate education,and train the knowledge of pedagogy; create the sharing platform for teaching and academy; increase the proportion of teaching in teachers＇ professional ability examination.