美国大学教师不当教学行为的分类研究

Study on the Classification of Improper Teaching Behaviors of American Faculty

大学教师不当教学行为会导致学生不当行为的产生,针对大学教师不当教学行为的研究是大学教学伦理的重要内容。20世纪90年代以来,大学教师不当教学行为在美国受到研究者的普遍关注。其中,大学教师不当教学行为的分类及其依据是研究大学教师不当教学行为的前提。美国学者将不当教学行为主要分为学生与教师两大视角,对于管理者视角下不当教学行为分类的研究仍有待加强,分类依据一定的理论、基于利益相关者视角,并主要使用了定量研究方法。防范不当教学行为,应重视对教师教学自由权的保护,加强对管理者视角下不当教学行为分类的研究,结合实际教学情境处理不当教学行为。

The improper teaching behaviors of the faculty may lead to students’ misbehavior. The research on the faculty improper teaching behaviors is an important content of the university teaching ethics. Since the 1990 s,the improper teaching behaviors of the faculty have attracted widespread attention of researchers in the United States. The classification and basis of the improper teaching behaviors of American faculty are the premise for the study on improper teaching behaviors of the faculty. American scholars divide improper teaching behaviors into two major perspectives: the student and the faculty. The research on the classification of improper teaching behaviors from the perspective of administrators needs to be strengthened. All kinds of classification are based on certain theoretical basis, the perspective of stakeholders as well as quantitative research methods. To prevent improper teaching behaviors, we should attach importance to protect faculty’s teaching freedom, strengthen the research on the classification of improper teaching behavior from the perspective of administrators, and deal with improper teaching behaviors in combination with the actual teaching situation.