【摘要】：教學角色是大學教師最本質(zhì)的角色。知識爆炸的時代背景,高等教育的大眾化、信息化進程和大學教師評價制度都對大學教師教學角色形成了巨大的沖擊和挑戰(zhàn)。在高等教育建設(shè)“雙一流”的背景下,大學教師對自我教學角色的領(lǐng)悟和實踐,直接影響到教學質(zhì)量和人才培養(yǎng)質(zhì)量乃至大學的發(fā)展。本研究將大學教師的教學角色置于教學學術(shù)的視域下考察,對大學教師教學角色的“實然”與“應然”進行挖掘,進而提出相應的對策和建議。本研究一共分為四部分。第一部分是緒論,本部分主要介紹了論文的選題緣由、國內(nèi)外研究現(xiàn)狀、研究意義、研究思路與方法。第二部分即論文的第二章、第三章。本部分將教學學術(shù)的內(nèi)涵從學術(shù)和教學水平兩方面進行論述,并指出,教學學術(shù)的基本要素應包含實踐、反思、知識與交流。大學教學內(nèi)容的高深性、教學對象的復雜性、教學過程的探索性與教學目的的多樣性都證明了大學教學具有學術(shù)性特征。在此基礎(chǔ)上,將教學學術(shù)與大學教師的教學角色相結(jié)合進行價值論證,回答“為什么需要教學學術(shù)?”這一問題,從改善教師教學角色沖突與促進教學角色的雙重價值回歸兩方面進行分析。第三部分即論文的第四章。本部分立足于前文中對教學學術(shù)的理論分析,指明教學學術(shù)視域下大學教師教學角色之“應然”,本文將其定位為教學知識的追求者,教學實踐的反思者,教學經(jīng)驗的分享者,教學管理的參與者,教學發(fā)展的自主者和教學交往的組織者。第四部分即論文的第五章,大學教師教學角色的“實然”分析。此部分將視線轉(zhuǎn)移至鮮活的教學實踐場域,嘗試通過觀念、反思、傳播、管理、發(fā)展與交往六個方面的障礙勾勒出在現(xiàn)實世界的教學角色之“實然”。第五部分即論文的第六章,大學教師教學角色之“應然”的建構(gòu)。本部分結(jié)合第三、第四部分對教學角色“應然”與“實然”的勾畫,提出具體的建構(gòu)途徑。
[Abstract]:Teaching role is the most essential role of university teachers. The background of knowledge explosion, the popularization of higher education, the process of informatization and the evaluation system of university teachers all have a great impact and challenge on the teaching role of university teachers. Under the background of "double-first-class" construction of higher education, the comprehension and practice of university teachers' self-teaching role directly affect the teaching quality, talent training quality and even the development of the university. This research puts the teaching role of university teachers in the perspective of teaching and learning, excavates the "reality" and "ought to be" of the teaching role of university teachers, and then puts forward the corresponding countermeasures and suggestions. This study is divided into four parts. The first part is the introduction, this part mainly introduces the reasons of the thesis, the domestic and foreign research status, research significance, research ideas and methods. The second part is the second chapter, the third chapter. This part discusses the connotation of teaching academic from both academic and teaching level, and points out that the basic elements of teaching academic should include practice, reflection, knowledge and communication. The high depth of the teaching contents, the complexity of the teaching objects, the exploration of the teaching process and the diversity of the teaching objectives all prove the academic characteristics of the university teaching. On this basis, the teaching academic and the university teacher's teaching role are combined to carry on the value argumentation, answer "Why need the teaching academic?" This problem is analyzed from two aspects: improving the conflict of teacher's teaching role and promoting the double value regression of teaching role. The third part is the fourth chapter of the paper. Based on the theoretical analysis of teaching and learning in the previous article, this part points out the role of university teachers in teaching from the perspective of academic teaching, which is defined as the pursuer of teaching knowledge, the reflection of teaching practice, and the sharing of teaching experience, which is regarded as the follower of teaching knowledge, the reflection of teaching practice, and the sharing of teaching experience. The participants in teaching management, the self-determination of teaching development and the organizer of teaching communication. The fourth part is the fifth chapter of the paper, the "actual" analysis of the teaching role of university teachers. In this part, we will shift our attention to the vivid field of teaching practice, and try to outline the "reality" of the teaching role in the real world through the obstacles of concept, reflection, communication, management, development and communication. The fifth part is the sixth chapter of the paper, the construction of the teaching role of university teachers. This part combines the third and the fourth part to the teaching role "ought to be" and "the reality" the sketch, puts forward the concrete construction way.
【學位授予單位】：信陽師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G645.1

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