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教学学术的演进The Evolution of SoTL

2009-12-15 14:24:20| 分类：高等教育 | 标签： |举报 |字号大中小订阅

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Hutchings (1996) has amplified Boyer’s ideas of teaching as scholarship with three additional corollaries:
1) The need to see teaching as a “process of ongoing inquiry and reflection.” It is not sufficient to stand and deliver; one must also step back and examine the art of teaching.
2) The need for collegial exchange and publicness. Shulman (1993) has been the foremost advocate of this view of teaching. He contends that assistance and input from colleagues is critical in the development and improvement of teaching.
3) The need for faculty to take professional responsibility for the quality of their work as teachers. In this context, faculty must play a central role in the evaluation of their colleagues’ performance and in ensuring and improving its quality. This takes the form of peer review.

Hutchings(1996)对Boyer的教学作为学术的思想进行了进一步的阐述，并提出三个推论：
●需要将教学视为一个“不断探索和反思的过程”。对教学来说，仅仅保持和传递知识是不够的；还需要回过头来审视教学艺术。
●教学需要同事间的交流并增强其公共性。Shulman(1993)是这一教学观的最著名的倡导者。他主张，同事的帮助和投入对教学的发展与改善是很关键的。
●需要教师提高他们作为“老师”的工作质量，并承担起相应的专业责任。在这样的背景下，教师必须在评价其同事的业绩和确保、改善其质量方面扮演一个中心的角色。这需要采用同行评价的形式。

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