摘要
高校教师教学能力往往用于管理的评价和资质的认定,引导着教师教学实践.国内研究者从心理学角度界定高校教师能力——在实践中发展起来的、反映了教师职业活动要求的能力体系.该描述强调了外延性描述,在其内涵、结构和外延性之间缺少解释环节,内涵模糊的外延不可能体现出高校教师教学能力.笔者以教师专业意识和责任意识作为教师教学能力理论模型的出发点,在文献[4]的基础上提出了高校教师教学能力理论模型,并在该理论模型基础上提出了其哲学反思,该反思促进了高校教师专业化发展,增加教书先育人的责任使命感,是高校教师教学专业可持续发展的必然要求.
The teaching ability of university teachers can be applied not only to university teaching management evaluation and accreditation,but also to the guidance for teachers in the routine education and teaching practice.The domestic researchers define the ability of university teachers from a psychological point of view,ability system,which is developed in practice and reflects the teachers' professional requirement.That definition is focused on denotational description while at the same time lacks consistent explanation of connotation,structure and denotation.Therefore,the denotation of such definition without clear connotation can neither demonstrate the system of itself clearly nor thoroughly present the required ability that teachers should have.Aiming at such problem,the author,by selecting teachers' professional awareness as the starting point to establish the theoretical model of personalized teaching ability,proposes the 'personalized teaching ability model'.Based on the theoretical model,the author presents its philosophical reflection which will ensure the effectiveness of teaching and learning activities and promote teachers' professional development and is a necessary requirement for sustainable professional development of university teachers.
出处
《吉首大学学报（自然科学版）》
CAS
2011年第6期121-125,共5页
Journal of Jishou University(Natural Sciences Edition)
基金
湖南省教育厅教学改革研究资助项目
关键词
能力评价
哲学反思
专业能力和意识
必然要求
专业发展
ability assessment
philosophical reflection
professional ability and awareness
necessary requirement
professional development
