新工科背景下的教师跨界发展:概念模型、工作机制和实施路径

Teachers’ Trans-boundary Development in the Context of Emerging Engineering Education:Conceptual Model,Working Mechanism and Implement Approaches

新工科建设的成败关键在教师,难点与突破也在教师。高校必须走出教师传统培训的老路,探寻教师专业发展的新路,构建教师跨界发展的新机制。本文介绍了新工科建设的时代背景,揭示了教师跨界发展拟解决的三个主要问题,从知识、组织、时空、思维四个维度建立教师跨界发展的概念模型;聚焦跨界人才培养视角下的卓越师资队伍建设,从党委统揽、校院联动、合作共赢、目标导向四个方面构建了教师跨界发展的工作机制;阐述了教师跨界发展的五条基本路径:重塑基于新工科人才培养的教师跨界发展工作新理念;打造基于全生命周期的教师发展培训新体系;构建突出教师核心能力素质提升的教师培训课程新架构;建设产教深度融合的校企协同育人新平台;完善保障一流本科教育建设的教学评价激励新机制。

The key to success or failure of Emerging Engineering Education(3 E)lies in teachers, as well as the difficulties and breakthroughs. We must go beyond the old path of traditional teacher training, explore a new path for teachers’ professional development, and build a new mechanism for teachers’ trans-boundary development. This paper introduces the era background of Emerging Engineering Education, reveals three main problems to be solved in teachers’ transboundary development, constructs a conceptual model of teachers’ cross-border development from four dimensions of knowledge, organization, time and space, and thinking, focuses on the construction of excellent teachers from the perspective of transboundary talent training, and constructs teaching from four aspects: the leadership of the Party committee, the linkage between schools and colleges, win-win cooperation and goal orientation. The working mechanism of teachers’ transboundary development;finally, five basic paths of teachers’ cross-border development are elaborated: reshaping the new concept of teachers’ transboundary development based on the training of new subject talents;building a new system of teachers’ development and training based on the whole life cycle;building a new framework of teacher training curriculum that highlights the improvement of teachers’ core competence;and building a new peace of school-enterprise collaborative education based on the deep integration of production and teaching;constructing a new incentive mechanism for teaching evaluation to guarantee the construction of first-class undergraduate education.