我国高校教师教学能力发展的取向探析

Exploration on the Development Orientations of Teachers’Teaching Ability in Colleges and Universities of Our Country

我国高校教师教学能力发展的实践与研究主要存在五种基本取向,分别是"学术—经验"取向、"理智—技术"取向、"实践—反思"取向、"行动—研究"取向和"文化—生态"取向。"学术—经验"取向注重学术提升和经验积累,"理智—技术"取向重视教育科学理论的学习与应用,"实践—反思"取向强调基于个体实践和经验的持续反思,"行动—研究"取向强调开展教学行动研究,"文化—生态"取向强调适宜发展文化的构建和生态的营造。每种取向都有一定的合理性和不足,应进行扬弃和有机整合。高校应在重视教师学术素养与研究能力、教育理论和技术素养培育与发展的基础上,将开展反思性教育行动研究作为教师的主要实践模式和能力发展途径,同时完善相关管理制度,营造适宜的教学文化和教师生态,创建一种更为全面、系统、合理的综合性发展取向和实践模式。

There are five basic orientations in the practice and research of the development of teaching ability of university teachers in China.They are cademic-experience orientation,knowledge-application orientation,practice-reflection orientation,action-research orientation and culture-ecology orientation.The academic-experience orientation emphasizes academic promotion and experience accumulation,the knowledge-application orientation emphasizes the study and application of educational science theory,the practice-reflection orientation emphasizes continuous reflection based on individual practice and experience,the action-research orientation emphasizes teaching action research,and the culture-ecology orientation emphasizes the construction of culture suitable for development and the operation of ecology.Each orientation has its own rationality and shortcomings,which should be sublated and integrated.On the basis of paying attention to the cultivation and development of teachers’ academic literacy,educational theory and technical skills,we should take teachers’ reflective educational action research as the main practice mode and teachers’ capacity development approach,improve school management system,create appropriate teaching culture and teacher ecology,and create a more comprehensive,systematic and rational development orientation and comprehensive practice mode.