共查询到19条相似文献，搜索用时 146 毫秒
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论大学教师的教学责任 总被引：10，自引：0，他引：10
MA Ting-qi 《高等教育研究》2008,(5)
随着大学功能的扩展,大学教师的责任出现多元化趋势。由于重科研、轻教学的制度与政策导向,大学教师作为研究者的责任不断强化的同时,教学失责问题也不断凸显。实践证明,通过扩展学术的内涵、推动教学学术运动是大学化解教学与科研冲突的有效途径。我国大学教师失责问题是多种因素影响的结果,当务之急是要通过改善大学发展环境、改革教师评价制度、建立有效的管理体制等方面的制度创新来提升大学教师的教学责任。 相似文献
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目前,我国科研经费分配制度存在着青年教师获得科研经费难、项目审批制度公正性问题凸显、项目经费数额确定缺乏成本意识等问题;我国的科研评价制度则存在着"重数量,轻质量"、"重个体,轻团队"、"重甄别,轻帮扶"等问题,这些问题的存在对我国大学教师的学术发展已造成阻碍。文章针对这些制度弊端,提出了转变大学学术发展观、建立"基础+提高"的科研经费分配制度、构建过程性科研评价制度的改革构想。 相似文献
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教学是大学的原生功能,但教学的学术价值一直未能得到充分认同,教学学术在学术职务评审与晋升制度、学术奖励制度以及学术资源分配制度中广泛遭遇遮蔽,且因大学职能的漂移、大学教师教学能力发展制度的缺失以及教学研究屡被专业研究矮化等原因而积重难返.综合谋划、整体建构教学学术的培育制度、繁衍制度以及价值认可制度,是从制度设计层面促使教学学术"去蔽"进而达乎"无蔽"境界的必由之路. 相似文献
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欧内斯特.博耶是20世纪美国伟大的教育家之一。他针对当时大学重科研、轻教学及大学学术功利化倾向,对学术内涵进行了重新界定,并提出＂教学学术＂这一概念。＂教学学术＂理念对提高我国教育质量、改革现有教师管理制度和学术评价制度、促进教师的发展有着重要的理论和实践价值。 相似文献
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经过近30年的发展,教学学术成为影响大学教学和学术职业最重要的命题之一.从国际发展的情况看,教学学术的价值逐渐显现,它不仅转换了大学教学质量保障的范式,而且驱动了大学组织的学术变革以及重塑了大学教师的发展模式.但是在发展的过程中,教学学术在理论和实践层面面临着许多困境,表现为在定义上存在模糊性和多样性,没有明确的方法和方法论,同行评价的方式饱受争议,参与群体不断分化.为了避免这些困境对教学学术发展带来的阻碍,教学学术应转向制度整合,即整合教学学术与"回归教学"理念、教学学术与学科组织规范、教学学术与教师发展制度、教学学术与具体制度语境和结构.我国发展教学学术,应将其作为保障高等教育质量的重要理念予以重视并推广,重视学科协会与组织在推进教学学术中的作用,在制度整合中实践教学学术,做好具有中国语境的教学学术研究. 相似文献
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美国的实践经验与理论研究已然证实,教学学术是教学质量得以保证和提升的黄金法则。然而,教学学术在我国仍停滞于理论探讨而无法落实。学术建制是重要制约因素。不仅既有的学术建制环境不平衡,而且大学教学自身的学术建制也不完善。这不利于大学教学学术性的彰显。为此,我们亟待建立适应于教学学术的学术评价制度、大学评价制度,构建平衡的学术建制环境,建立完备的教学学术人才培育制度、大学教学评价制度、大学教学管理制度、大学教学学术共同体,构建完善的大学教学学术建制体系,为教学学术思想在大学教学实践的顺利落实提供建制保障。 相似文献
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The current focus on identifying criteria for academic teaching practice is influencing performance goals for teaching academics. This has produced a strong imperative to engage with the scholarship of teaching and learning; however, it is not always clear how teaching academics continue to build capacity to do this during their academic career. Drawing on the literature, this paper analyses the outcomes from two years of faculty and institutional teaching grants to gauge their role in generating effective engagement in the scholarship of teaching and learning. The paper identifies some improvements to the grants programs which have contributed to quality outcomes. 相似文献
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随着高等教育的发展,大学教师专业发展在高等教育领域已然成为被关注的焦点。而教学学术的研究则为大学教师专业发展研究开辟了一个崭新的维度。在教学学术和教师专业发展的引领下可以有效推进教师的职业专业化、平衡大学教师教学与科研的矛盾关系、完善大学教师专业发展理论体系和外部评价环境。在基于教学学术的大学教师专业发展策略生成中应该着力于教学学术理念与教师角色、评价与激励制度、教师专业发展策略以及教师教学学术研究等方面的建设,可以促进教师教学学术水平的改善并且有效地提高大学的高等教育质量。 相似文献
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Brenda Leibowitz 《Teaching in Higher Education》2013,18(8):981-994
ABSTRACTAlthough the concept of a scholarship of teaching and learning (SOTL) has emanated from the global North, it is a relevant and useful concept in the global South. The concept was initiated in the 1990s in the US. The original emphases in the seminal Boyer Report, on the integration of various forms of scholarship, the importance of intellectual thought and the collaborative nature of teaching have been subject to various distortions, in part due to the depredations of neoliberalism and performativity. We argue that Slow scholarship, which has resonances with Boyer's notions of the scholarship of teaching and learning provides much potential for reconceptualising SOTL in the South. These claims are explored via a case study set in South Africa, where academic developers at eleven higher education institutions covering the range of institutional types were interviewed. 相似文献
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Ruth Beecham 《Teaching in Higher Education》2013,18(1):127-130
Considerable resources and intellectual attention have focused on seeking to raise the status of teaching in higher education over the last two decades. Initiatives at an institutional level have included the funding of pedagogic research, teaching awards and the creation of teaching professorships. In a broader context, the scholarship of teaching and learning movement has campaigned for a reconfigured and more inclusive understanding of scholarship. However, despite the good intentions of these initiatives, the effect been to lower still further the status of teaching, bifurcating universities between ‘teaching’ and ‘research’. It is argued that efforts should instead be directed at integrating academic practice as a more effective way of raising the status of teaching. 相似文献
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大学教学学术的机制及其教师发展意蕴 总被引：9，自引：0，他引：9
教学学术是一种独特的学术形式,它扎根于教学实践,并通过理论与实践的彼此互动来推动自身走向丰满;教学学术是一种由教学内容知识加以表征的学术活动,课堂教学研究在教学内容知识的发展上起着核心的作用。根据新的大学教学学术观,在观念层面,教师应成为教学的行动研究者;在策略层面,应通过多样化的教师发展模式来积淀教师的教学学术;在制度层面,应通过完善教师发展制度来营造教师潜心教学学术的外部环境。 相似文献
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赵建玲 《河北大学成人教育学院学报》2014,(3):116-119
近二十年来,"教学学术"运动正以一种崭新的视域引领高校教师重新认识教学、研究教学、完善教学,使高校教师的教学工作得到更加科学合理、更具创造性的认识,教学学术水平也逐渐成为衡量高校教师专业发展水平的一个重要指标。本文在厘清"教学学术"概念的基础上,发掘教学学术对高校教师专业发展的价值,提出更新"学术"理念、完善教师评价制度、重视学术共同体建设、注重教学研究与反思、创建学术交流与共享平台等促进高校教师专业发展的策略。 相似文献
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There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems. 相似文献
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周波 《集美大学学报(教育科学版》2021,(2):1-5
教学学术包括学术性教学和教学学术研究两个方面,是一个教学实践改善与理论生成互动的过程,它把提高教育教学质量和实现大学教师教学专业发展作为自身的根本目的与最终归宿,对消解教学与科研失衡具有重要意义。实现大学初任教师教学能力发展是提高高校教学质量和实现教师专业发展的内在诉求。教学学术为大学初任教师教学能力发展提供了理论依据、现实基础和指明了方向与途径,并引导与促进大学初任教师把开放交互发展、生命自觉发展、对话批判发展与全面和谐发展作为教学能力发展的应然追求。 相似文献
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Carolin Kreber 《Higher Education》2003,46(1):93-121
Over the past decade the scholarship ofteaching has received considerable attention inthe higher education literature as a reactionto the widely cited Carnegie Foundation'sreport ``Scholarship Reconsidered'; however, theconcept has remained devoid of a unifieddefinition. A recent Delphi study conductedwith a selective group of scholars whoseexpertise lies in the area of universityteaching and learning indicated the extent towhich these ``experts' agreed with each other onimportant features and unresolved issues theyassociate with the scholarship of teaching. Building on the results of the Delphi study,the present article discusses the results of asecond survey comparing these ``experts' 'conceptions with those of a larger group ofscholars whose expertise lies in a differentacademic field (``regular academic staff'), inorder to identify the similarities anddifferences in the conceptions of thescholarship of teaching held by each of the twogroups. While regular academic staff werefound to associate the scholarship of teachingmore with good or effectiveteaching ``experts' pointed to notions such aspeer review and scholarly standards. Thediscussion of the results focuses on the notionof consensus reached within and betweenthe two groups. It is argued that in order topromote changes in policy with respect to whatis to count as scholarship, identifying andreporting ``experts' ' conceptions, thoughclearly necessary for promoting moreenlightened discussions on the issue, willremain insufficient. Policy change in academeis more likely to ensue as a result of thewider academic community reaching consensus onthe meaning, and nature, of the scholarship ofteaching. The wider academic community includes``experts', as well as colleagues in departmentsand disciplinary associations. The articleconcludes by exploring the notion of consensusthrough the lens of critical social theory. 相似文献