基于学习的教师教学发展:美国研究型大学教师发展模式探析

Learning-Centered Instructional Development:Analysis of Faculty Development Model in American Research Universities

研究型大学教师由于持续的教学与科研冲突,教学发展面临有效性与合法性双重困境。在此背景下,美国研究型大学打破教与学的二元对立,实现从传授范式到学习范式的教学变革,形成“以学习者为中心”的大学教师教学发展理念。在教师教学发展目标与内容维度,美国研究型大学将教师教学发展和学生学习发展相结合,帮助教师掌握校本化的课程设计能力、“以学习者为中心”的教学能力以及前沿的教学技术。在教师教学发展方式维度,以非正式发展项目作为正式项目的补充,通过融入数字化与信息技术、建设教师-学生学习共同体,助推教师发展关键教学技能。为保证教师教学发展有效性,美国研究型大学引入教学发展项目评估,以学生学习效果作为主要评估工具,为大学教师教学发展不断注入活力。

Faculty members in research universities face a dual challenge of effectiveness and legitimacy in instructional development due to ongoing conflicts between teaching and research responsibilities.Against the backdrop of a shift from instruction paradigm to learning paradigm,American research universities have embraced a"learning-centered"philosophy for faculty teaching development.In terms of the goals and content dimensions of instructional development,these institutions integrate faculty teaching development with student learning development.This integration aids faculty members in acquiring localized curriculum design skills,learningcentered teaching abilities,and cutting-edge instructional technologies.In terms of the approach to instructional development,the incorporation of digital and information technologies,along with the establishment of teacherstudent learning communities,plays a crucial role in advancing key teaching skills for faculty members.To ensure the effectiveness of instructional development,American research universities introduce project assessments,using student learning outcomes as the primary evaluation tool,thereby continuously injecting vitality into university faculty instructional development.