基于高校教師專業(yè)發(fā)鋪的教授教養(yǎng)質(zhì)量監(jiān)控研討

1、基于高校教師專業(yè)發(fā)鋪的教授教養(yǎng)質(zhì)量監(jiān)控研討        【中文摘要】高校教授教養(yǎng)質(zhì)量是我國高等教育步入民眾化階段后備受社會關(guān)注的暖點題目,教授教養(yǎng)質(zhì)量監(jiān)控是高校為保障和提高教授教養(yǎng)質(zhì)量而入行的管理活動。作為影響高校教授教養(yǎng)質(zhì)量的主導因素之一,教師專業(yè)發(fā)鋪不僅直接影響當前的教授教養(yǎng)質(zhì)量,而且決議高校未來的發(fā)鋪。因此,以高校教師專業(yè)發(fā)鋪為切入點入行的教授教養(yǎng)質(zhì)量監(jiān)控研討,對于保障和提高高校教授教養(yǎng)質(zhì)量有著主要的理論價值和實踐意義。本論文共分五章:第一章引言,包括題目提出、概念界定、研討現(xiàn)狀和意義,以及研討的基本思路與

2、方式。第二章對教授教養(yǎng)質(zhì)量監(jiān)控的基點高校教師專業(yè)發(fā)鋪題目入行了闡述。首先,說明高校教師專業(yè)發(fā)鋪是教師積聚教授教養(yǎng)與科研相關(guān)知識、晉升教授教養(yǎng)與科研才能、形成“專業(yè)自我”的入程。其次,指出教師專業(yè)發(fā)鋪是一個終身性的入程,可依據(jù)心理學和生理學理論劃分為青年、中年、老年三個階段,并提出每個階段應(yīng)完成的專業(yè)發(fā)鋪義務(wù)。最后,闡述了教師專業(yè)發(fā)鋪的特色及影響因素。第三章是對高校教師專業(yè)發(fā)鋪與教授教養(yǎng)質(zhì)量監(jiān)控現(xiàn)狀的調(diào)查剖析。問卷調(diào)查表明,高校教師具備教授教養(yǎng)專業(yè)人員的基本素質(zhì),但作為科研人員的素質(zhì)有待入一步晉升;現(xiàn)有的教授教養(yǎng)質(zhì)量監(jiān)控對教師改善課堂教授教養(yǎng)質(zhì)量的作用也有待改入。在發(fā)放問卷時入行的非正式訪談表明

3、,高校教師與教授教養(yǎng)質(zhì)量監(jiān)控者之間缺少溝通,在一定水平上影響了教授教養(yǎng)質(zhì)量監(jiān)控的后果。第四章闡述基于高校教師專業(yè)發(fā)鋪的教授教養(yǎng)質(zhì)量監(jiān)控原則。在高校教師專業(yè)發(fā)鋪理論及有關(guān)教師專業(yè)發(fā)鋪和教授教養(yǎng)質(zhì)量監(jiān)控的調(diào)查剖析基本上,提出基于高校教師專業(yè)發(fā)鋪的教授教養(yǎng)質(zhì)量監(jiān)控應(yīng)遵循“教師為本”與“學生為本”相結(jié)合、目的導向與積極等待相結(jié)合、適度監(jiān)控與尊敬欣賞相結(jié)合、剛性管理與柔性管理相結(jié)合的原則。第五章探討基于高校教師專業(yè)發(fā)鋪的教授教養(yǎng)質(zhì)量監(jiān)控模式。對一種行為或活動而言,模式可以理解為某種理念指點下的固定化操縱程序。基于高校教師專業(yè)發(fā)鋪的教授教養(yǎng)質(zhì)量監(jiān)控模式是在“以人為本”的理念指點下肯定監(jiān)控目的、選擇監(jiān)控內(nèi)容

4、、組織監(jiān)控實行及入行監(jiān)控評價的體系化入程?？傮w而言,該入程是一個滲入滲出了以人為本思惟的動態(tài)輪歸監(jiān)控模式,保證輪歸的關(guān)鍵在于對監(jiān)控涉及的種種題目入行評價。第六章提出基于高校教師教師專業(yè)發(fā)鋪的教授教養(yǎng)質(zhì)量監(jiān)控辦法。一般而言,樹立并實行某些合理軌制是教授教養(yǎng)管理者實現(xiàn)教授教養(yǎng)質(zhì)量監(jiān)控的有利辦法。筆者認為,為了匆匆入高校教師專業(yè)發(fā)鋪并改入人才培育質(zhì)量,應(yīng)該在實踐中實行發(fā)鋪性教師評價軌制,推廣學術(shù)休假軌制,樹立教師自我評價軌制,構(gòu)建全面質(zhì)量管理軌制。');【Abstract】 Teaching quality of university is a hot issue that attracts

5、 attention of all society after China completed the transition from elite to mass higher education. Teaching quality monitoring is a managerial measure to protect and improve teaching quality in university. There are many factors that influence the teaching quality in a university, but only the key

6、and ruling factor is useful to be studied in the process of monitoring. To a university, the professional development of teachers not only directly influence the teaching quality of university, but also decide its' future development of teaching quality. In other words, the teacher professional

7、development is a key and ruling factor of university's teaching quality.Therefore, studying the teaching quality monitoring based on professional development of university teachers is meritorious in theory and in practice. First, this study shall perfect the theory of teacher professional develo

8、pment. Teacher professional development theory always aims at the primary and middle school teachers, but not the university teachers. But this * shall discuss the professional development of university teachers. Second, this * shall give much more directions and guidance for the teaching quality mo

9、nitoring.This * including the following five chapters:Chapter one is an introduction, which tells the reasons for doing this research, gives definition of professional development of university teachers and teaching quality monitoring, sums up the relative research of home and abroad, explain the pr

10、ocess and way of research.Chapter two illuminates the professional development of university teachers. First, Professional development of university teachers is the process of accumulating professional knowledge about teaching and researching, of improving the ability to teach and research, of formi

11、ng a "professional ego". Second, the professional development is also a lifelong process, which can be divided into three stages: the youth, the middle age, and the old age. During each professional development stage, it's better for them to finish some professional development work. F

12、inally, the feature and the influential factors of professional development for teachers has been point out.Chapter three introduces the current situation about teacher development and teaching quality monitoring of the university. The investigation of questionnaire showed that most of the universit

13、y teachers have the quality as a teacher, but the quality as a researcher need to be improved, and the current monitoring of teaching quality is not effective in proving teacher's teaching ability. The informal interview tells us that the teacher and the monitor seldom communicate with each othe

14、r, which seriously influence the effectiveness of monitoring.Chapter four discusses the principles of teaching quality monitoring based on teacher professional development of university teachers. We believe that the combination of teachers-centered and students-centered thoughts, the union of suitab

15、le controlling and respective admiration, the combination of objective direction and positive expectation and the integration of hard manegement and soft manegement would be good principles in this teaching quality monitoring.Chapter five explores the model of teaching quality monitoring based on teacher professional development of university teacher. This model insists that we should choose target and content of monitoring . implement and evaluate the monitoring under the guidance of "human-centered" values.Chapter six suggests that to implement of teaching quality monitoring bas