基于教学诊断的高职教师专业化发展突破路径

The Breaking Path of Teachers' Professional Development in Higher Vocational Colleges Based on Teaching Diagnosis

将诊断的概念运用到高职院校的教学场域中意味着从"问题导向"到"改进取向"的转变。作为教学理论与实践相结合的产物,教学诊断的取向转变将从不同层面、不同维度对教师的专业化发展形成冲击,为其持续性发展提供动力源泉。高职教师的专业化发展正面临教师发展意识欠缺、实践能力缺乏、教研文化缺失等困境,诊断机制的运行将为教师专业化发展的突围创造条件。在教学诊断运行机制的视阈下,经过要素诊断、过程诊改、效果诊断的高职教师专业化发展,通过教师专家化、参与全员化和管理精细化、技术信息化和预警常态化等路径不断取得突破。

The application of diagnosis in the teaching field in higher vocational colleges means theproblem-to-improvement based transformation. As the production of teaching theory and practice, thetransformation will deeply impact the teacher’s professional development from different levels anddimensions. The teacher’s professional development is facing the problems of lack of developmentalawareness, practical ability, research culture. In the view of teaching diagnosis operation mechanism, theteacher’s professional development will make breakthrough through expert-oriented teacher, all-staffparticipation,meticulous management,technology informatization and early-warning normalization basedon a diagnosis of the teaching element, process and effect.