探析高职院校教师专业实践教学能力内涵及自我提升路径

Exploring the Connotation and Self-improvement Paths of Professional Practice Teaching Ability for Vocational College Teachers

目前对于教师专业实践教学能力内涵认识不清,自我提升路径不明确严重影响着高职院校“双师型”教师队伍建设和人才培养质量。分析发现,教师专业实践教学能力是专业实践能力和教学能力的交叉结合体,具有实践性、情境性、反思性和创造性的典型特征。教师要以日常的专业实践教学活动为主要路径,以指导学生专业实践活动、“元”专业实践活动为重要路径,以实践反思作为重要保障,主动提升自身的专业实践教学能力,成为高职院校合格的“双师型”教师,才能培养出符合国家和地区需要的、合格的实践型、应用型人才。

Currently,the unclear understanding of the connotation of teachers'professional practice teaching ability and the ambiguous self-improvement paths severely impact the construction of"dual-qualified"teacher teams and the quality of talent cultivation in vocational colleges.Analysis reveals that professional practice teaching ability is an intersection of professional practice ability and teaching ability,characterized by typical features of practicality,contextuality,reflectiveness,and creativity.Teachers should primarily use daily professional practice teaching activities as the main path,guide students'professional practice activities,utilize meta-professional practice activities as an important path,and ensure reflective practice as a crucial guarantee.By proactively enhancing their professional practice teaching ability,teachers can become qualified"dual-qualified"teachers in vocational colleges,thereby cultivating qualified,practice-oriented,and application-oriented talents that meet national and regional needs.