作　　者： ; (张根福）;

机构地区： 浙江师范大学教务处

出　　处： 《浙江师范大学学报（社会科学版）》 2008年第6期69-72,共4页

摘　　要： 如何促进高校教师教学能力发展是当前提升高校教学质量需要关注的重大问题。浙江师范大学近年来以评价促发展为主线,开展了一系列的研究与实践探索,形成了日常发展与集中发展两类教师教学能力发展形式,打造了学校、学院、个人三级发展平台,形成了教学示范、教学改进、教学淘汰、教学研究四种发展机制。由此建立了"一条主线、二类发展、三级平台、四种机制"的高校教师教学能力发展系统。 How to develop college teachers＇ professional abilities is an important issue for the improvement of the teaching quality of higher-education institutions. In recent years, Zhejiang Normal University has carried out a series of academic and practical explorations in this regard, and has constructed a system of teaching-ability development for college teachers, characterized by ＂one guideline, two ways, three levels and four mechanisms＂. ＂One guideline＂ refers to the guideline of ＂assessment-based teacher development＂ ; ＂two ways＂ involves the two forms of teaching-ability development, i. e. , routine development and intensive development; ＂three levels＂ means the three subjects involved therein, namely： the university, the faculty and the individual teacher; and ＂four mechanisms＂ contains the four aspects of teaching-ability development, i. e. ： demonstration, improvement, elimination and research.

关 键 词： 教学评价 高校教师 教学能力发展

领　　域： [文化科学—教育学] [文化科学—教育技术学]