从“依附”到“内生”——高职教师的三元胜任力模型建构

From “Dependence” to “Endogeny”: Higher Vocational Teacher Three Dimension Competency Model Construction

教育研究需要关注教育外部与内部的两条基本规律。而在目前许多炙热的高职教育研究话题中,教师作为教学内在的执行者和拓展改革深度最有价值的活性资源却被忽视,其教学胜任力标准也模糊不清,严重影响了教育质量。造成该状况的主要原因之一是高职院校在部分政策、模式和路径上对普通高校的"被动依附"和"主动依靠"。随着我国高等教育"二元重点发展目标"的提出,我们期待高职院校逐步找回"主体责任意识",从"依附"走向"内生",在门槛类胜任力、转化类胜任力、合作行动类胜任力的三元架构中定位高职教师的教学胜任力模型。

Educational research has to pay attention to two basic external and internal laws. Among the popular research issues at present higher vocational education, teachers, as the most valuable active resources regarding internal executive and expanding the depth of reform, are ignored. Meanwhile, the teaching competency standards are vague, which have seriously affected the quality of education. One of the main reasons for this situation is the higher vocational institutions 'passively attach to' and 'actively rely on' colleges and universities in terms of part of the policy, mode and path. With China's higher education 'two dimensions key development goals' proposed, we expect that higher vocational colleges can gradually find the 'responsibility', from the 'attachment' to the 'endogeny'. In addition, the competency model of higher vocational teachers is oriented based on three dimensions including the threshold competency, the transformation competency, and cooperative action competency.