作　　者： (陆道坤）; (陈梦婷）; (魏志祥）;

机构地区： 江苏大学教师教育学院

出　　处： 《现代大学教育》 2017年第4期1-8,共8页

摘　　要： 教师教学能力发展问题是"双一流"建设中必须解决的核心问题,因为它直接关系到"双一流"能否真正建成。目前我国高校在教师教学能力建设上存在着思想怠惰和组织"缺位"等问题,教师教学能力和教学水平提升遭遇"瓶颈"。常青藤联盟高校通过探索,完美地解决了该问题:通过"教与学中心"的建设和运行,发挥了组织在教学能力发展上的引领、支持、促进和保障作用。其具体作用为:立足"卓越教学"思想,设计教学能力发展制度与实践体系;基于"规范"为基的要求,构建教学规范的"制度-培训-实施"机制;坚持"教学相长"理念,搭建"教"与"学"互融平台;通过系统整合和梳理,为教学能力发展提供资源支撑与智慧滋养。 Faculty's teaching abilities is of vital importance for China's'double first-class'campaign,which aims to develop in China groups of World Class Universities and First-Class Disciplines from 2015 until the mid-21 st century. However,organizational ineffectiveness across campus and rather low motivation among teachers are hampering the development of faculty's teaching abilities in China's higher education institutions. To solve this problem,we can draw lessons from the Ivy League colleges and universities in the US,who have set up Teaching and Learning Centers( TLC) to guide,support,promote and guarantee the continuous improvement of faculty's teaching abilities. These TLC have established formal training schemes as well as teacher-student interaction platforms,and provided relevant resources or materials so as to further develop faculty's teaching abilities.

关 键 词： 组织视角 教师教学能力 常青藤联盟 教与学中心