【摘要】：自從歐內(nèi)斯特·博耶(Ernest L·Boyer)于1990年首次提出“教學(xué)學(xué)術(shù)”這一概念,高校開始關(guān)注教學(xué)從而提升教學(xué)質(zhì)量。近年來,關(guān)于大學(xué)教師教學(xué)學(xué)術(shù)的研究日益增多,雖然其研究熱度居高不下,但是關(guān)于教師教學(xué)學(xué)術(shù)能力構(gòu)成的專項(xiàng)研究比較匱乏,試圖建立教師教學(xué)學(xué)術(shù)能力的構(gòu)成模型研究也相對(duì)較少。理論層面上缺乏對(duì)于教師教學(xué)學(xué)術(shù)能力構(gòu)成的分析與研究就會(huì)導(dǎo)致關(guān)于大學(xué)教師教學(xué)學(xué)術(shù)能力現(xiàn)狀的研究缺乏一定的分析維度,教師教學(xué)學(xué)術(shù)能力提升的策略研究也會(huì)缺少理論支撐。由此可知,研究大學(xué)教師教學(xué)學(xué)術(shù)能力的構(gòu)成并建立結(jié)構(gòu)模型,對(duì)于教師教學(xué)學(xué)術(shù)能力的理論發(fā)展有重要意義,同時(shí)也對(duì)于教師教學(xué)學(xué)術(shù)能力的后續(xù)研究而言至關(guān)重要。本研究從理論上對(duì)教師教學(xué)學(xué)術(shù)能力構(gòu)成進(jìn)行分析,在探討了教師教學(xué)學(xué)術(shù)能力內(nèi)涵、特征以及重要性的前提條件下,以賴斯(R.Eugene Rice)學(xué)術(shù)維度理論及阜南(P.E.Vernon)的能力層次結(jié)構(gòu)理論為基礎(chǔ),梳理了國內(nèi)外關(guān)于教師教學(xué)學(xué)術(shù)的研究,對(duì)大學(xué)教師教學(xué)學(xué)術(shù)能力構(gòu)成進(jìn)行明晰并對(duì)于其結(jié)構(gòu)模型進(jìn)行架構(gòu)。在對(duì)于教師教學(xué)學(xué)術(shù)能力構(gòu)成的研究成果中,除了理論層面的研究梳理外,還在高校選取了部分一線教師對(duì)于理論梳理出的教學(xué)學(xué)術(shù)能力進(jìn)行選擇,從實(shí)證角度再一次驗(yàn)證教師教學(xué)學(xué)術(shù)能力構(gòu)成的具體成分。最后基于模型進(jìn)一步提出大學(xué)教師教學(xué)學(xué)術(shù)能力提升的相應(yīng)策略。本研究發(fā)現(xiàn),第一,教師教學(xué)學(xué)術(shù)能力與教師教學(xué)能力間兩者存在區(qū)別與聯(lián)系,教師教學(xué)能力是教師教學(xué)學(xué)術(shù)能力中的基礎(chǔ)構(gòu)成部分,有扎實(shí)的教學(xué)能力,教師在發(fā)展教學(xué)學(xué)術(shù)能力方面才會(huì)有基礎(chǔ)支撐;第二,依據(jù)阜南能力層次結(jié)構(gòu)理論,大學(xué)教師教學(xué)學(xué)術(shù)能力結(jié)構(gòu)第一層分為教學(xué)能力和學(xué)術(shù)能力兩個(gè)大因素群,第二層為專業(yè)知識(shí)能力、反思探究能力、交流共享能力以及理論與教學(xué)創(chuàng)新能力等特殊能力;第三,依據(jù)螺旋迭代模型的基本原理以及唯物辯證法的哲學(xué)理論,結(jié)合已得出的教師教學(xué)學(xué)術(shù)能力的構(gòu)成,建立了大學(xué)教師教學(xué)學(xué)術(shù)能力的雙重螺旋迭代模型�；谘芯克⒌拇髮W(xué)教師教學(xué)學(xué)術(shù)能力結(jié)構(gòu)的雙重螺旋迭代模型,探索各構(gòu)成方面中提升大學(xué)教師教學(xué)學(xué)術(shù)能力的可能路徑。具體包括:扎實(shí)知識(shí)基礎(chǔ),提升專業(yè)實(shí)力;注重反思探索,時(shí)刻研究教學(xué);公開交流共享,積極展示成果;培養(yǎng)創(chuàng)新意識(shí),不斷推陳出新等策略。
[Abstract]:Since Ernest Boyer (Ernest L Boyer) first put forward the concept of "teaching academic" in 1990, colleges and universities have begun to focus on teaching to improve the quality of teaching. In recent years, the research on the academic teaching of university teachers is increasing day by day. Although its research heat is high, the special research on the composition of teachers' academic ability in teaching is relatively scarce. There is also relatively little research on the constitutive model of teachers' academic ability in teaching. The lack of theoretical analysis and research on the composition of teachers' academic ability in teaching will lead to a lack of analytical dimensions in the research on the present situation of college teachers' academic competence in teaching. There is also a lack of theoretical support in the study of strategies for the improvement of teachers' academic ability in teaching. Therefore, it is very important for the theoretical development of teachers' teaching academic ability to study the composition of college teachers' teaching academic ability and to establish a structural model. At the same time, it is very important for the follow-up study of teachers' teaching academic ability. This study theoretically analyzes the composition of teachers' academic ability in teaching, and discusses the connotation, characteristics and importance of teachers' academic ability in teaching. Based on R.Eugene Rice's theory of academic dimension and P.E.Vernon 's theory of hierarchical structure of competence, this paper combs the domestic and foreign researches on the academic structure of teacher teaching, clarifies the composition of college teachers' academic ability of teaching and constructs its structural model. In the research results of the composition of teachers' academic ability in teaching, in addition to the theoretical research, some first-line teachers are also selected to choose the teaching academic ability of theoretical combing in colleges and universities. From the empirical point of view, once again verify the specific components of teachers' academic ability in teaching. Finally, based on the model, the paper puts forward the corresponding strategies to improve the academic ability of university teachers. First, there are differences and relations between teachers' teaching academic ability and teachers' teaching ability. Teachers' teaching ability is a basic part of teachers' teaching academic ability, and has solid teaching ability. Secondly, according to the hierarchy structure theory of Funan ability, the first layer of university teachers' teaching academic ability can be divided into two groups: teaching ability and academic ability. The second level is the ability of specialized knowledge, the ability of reflection and inquiry, the ability of communication and sharing, the ability of theory and teaching innovation, and the third, according to the basic principle of spiral iterative model and the philosophical theory of materialist dialectics, A double spiral iterative model of college teachers' teaching academic ability is established in combination with the structure of teachers' academic ability in teaching. Based on the double spiral iterative model of the structure of university teachers' teaching academic ability, this paper explores the possible ways to improve the teaching academic ability of university teachers in various components. Specific include: solid knowledge base, enhance professional strength; pay attention to reflection and exploration, research and teaching at all times; open communication and sharing, positive display of results; cultivate innovative consciousness, constantly bring forth the old and bring forth new ideas and so on.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G645.1

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