| 高校教师教学培训的效果研究：
概念变化的视角 |
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| 引用本文： | 丁 妍,陆 昉,陈 侃,张国平,程乐斐.高校教师教学培训的效果研究：
概念变化的视角[J].复旦教育论坛,2022,20(6):88-95. |
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| 作者姓名： | 丁 妍 陆 昉 陈 侃 张国平 程乐斐 |
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| 作者单位： | 复旦大学 高等教育研究所;复旦大学 物理系;复旦大学 社会发展与公共政策学院;上海师范大学 教育学院 |
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| 基金项目： | 2018年教育部人文社会科学研究规划基金课题“改善混合教学质量的路径研究：课堂互动的脚手架构建与在线课程质量标准研制”（18YJA880012） |
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| 摘 要： | 本研究从“概念变化”的视角,探讨高校教师教学培训项目的效果评估以及培训存在的问题。研究对象是“FD-QM高等教育混合在线课程质量标准”教师培训项目,一项有关课程设计的全国性高校教师培训项目。通过定量分析学员提交的300份课程评审作业,考察他们对标准背后的“一致性建构”课程设计原理是否准确理解。研究发现,教师在课程评审中出现了不稳定、前后矛盾的结果,表现出有悖于“一致性建构”原理的、失衡的评审图式,这从深层次说明教师在转向“以学生为中心”的教学观,实现“概念变化”上存在困难。研究还探讨了从促进教师“概念变化”的高度创新教师教学培训模式的必要性,并揭示了本土情境下丰富“概念变化”理论的未来课题,以更有效地引导教师教学发展的实践。
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| 关 键 词： | 一致性建构 课程设计 教师教学发展 概念变化 培训效果评价 |
A Study on the Effect of a Faculty Training Program: From the Perspective of Conceptual Change |
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| DING Yan,LU Fang,CHEN Kan,ZHANG Guoping,CHENG Lefei.A Study on the Effect of a Faculty Training Program: From the Perspective of Conceptual Change[J].Fudan Education Forum,2022,20(6):88-95. |
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| Authors: | DING Yan LU Fang CHEN Kan ZHANG Guoping CHENG Lefei |
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| Institution: | Institute of Higher Education, Fudan University;Department of Physics, Fudan University;School of Social and Public Policy, Fudan University;School of Education, Shanghai Normal University |
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| Abstract: | From the perspective of "conceptual change", this study discusses the effect evaluation and existing problems of educational development programs. The research object is the "FD-QM Hybrid and Online Course Quality Rubric" Teacher Training Program, a nation-wide educational development program about course design. Through quantitative analysis of 300 course-review assignments submitted by participants, it is examined whether they have an accurate understanding of the course design principle, namely, "constructive alignment" behind the standards. The study found that the participants made unstable and inconsistent judgments in the real course evaluation, showing an unbalanced course review schema that was contrary to the principle of "constructive alignment". It once again confirmed the difficulty of teachers to accept the student-centeredness concept and achieve "conceptual change". The paper also explores the need to innovate the faculty training mode that promotes "conceptual change", and reveals the future challenges in enriching the "conceptual change" theories adapted to the local context so as to more effectively guide faculty development practices. |
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| Keywords: | constructive alignment course design educational development conceptual change evaluation of training effect |
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