试论教师学习共同体的形成机制

教师学划共同体是我国高校教师专业学习组织发展的重要形式，是当前教育教学改革和教师专业发展的研究热点。本文基于我国学校教师专业学习组织发展的实际，对教师专业学习共同体的内涵、基本属性以及形成机制作了进一步的分析。     

大学英语教师自我发展模式分析

社会的进步,科技的发展,经济的全球化以及竞争的日趋激烈迫切需要教师能够提高自身的综合素质。提高自身的综合素质需要教师主动地去发展自己,通过自我反思、自觉的教学科研、网络学习、和精读理论著作等途径来达到自我发展和完善的目的。     

大学英语教师的素质及其对教师发展的启示

英语教师的素质是直接影响大学英语教学质量的关键因素之一。针对大学英语教师和在校大学生进行英语教师素质的问卷调查和访谈,通过对收集到的数据进行对比分析,进而得出对教师发展的几点启示。     

学习型组织理论视角下大学英语教师专业发展研究——基于湖南省的调查

本文对来自湖南3所高校的55位大学英语教师进行了调查，探究他们对学习型组织的感知以及其感知程度是否因教龄和职称不同而存在差异。研究表明：大学英语教师对学习型组织的感知程度较高；他们对学习型组织五维度的感知差异不大，没有因教龄和职称不同而明显不同。     

外语教师的专业发展与外语师资队伍的建设

文章从外语教师的素质出发，论述了教师专业发展的理念和途径，以及在这一理念指导下的师资队伍建设措施，指出教师发展的动力来自教师自身，师资队伍建设应与教师的个人发展相结合。     

构建“学习共同体”——人本主义教育观的体现

通过对学习共同体和人本教育观的阐述分析,指出构建和谐的"学习共同体"是人本主义教育观的体现。     

关于大学英语教师专业素质的自我提升与发展

时代的发展使外语教学备受关注,社会和国家需要更多优秀的外语人才。为了培养真正意义的外语人才,教师在教学的同时也应该注重自身学习发展,提高自我的素质。教学要创新才能培养出新时代新社会需要的新型人才。这就要求外语教师加强自身学习,对自己的教学进行反思,进行改进.结合当前形势发展需要,分析大学英语教师素质现状及提高的重要性,主要提出提高英语教师素质的几点方法。     

大学英语教学改革与教师专业素质的培养

本文根据我国大学英语教师业务素质和能力的现状,指出了提高大学英语教师素质的必要性,具体分析了大学英语教师的发展方向,提出了大学英语教师发展的多种途径。     

南昌航空大学教师徐江华作品选

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The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development

Background The National Effective Teaching Institute (NETI) is a three‐day teaching workshop that has been given annually since 1991 in conjunction with the Annual ASEE Conference. Its goals are to improve the participants' teaching effectiveness, promote their engagement in scholarly teaching and educational scholarship, and motivate them to engage in instructional development on their campuses. To evaluate the impact of the NETI on its participants, a Web‐based survey was administered to alumni of NETI offerings from 1993 to 2006. Purpose (Hypothesis ) The study was designed to test the hypothesis that the NETI met its stated goals, and to the extent that it did, to identify factors in the workshop's structure and delivery that might have contributed to its success. Design /Method An online survey collected information regarding the participants' awareness and use of selected teaching strategies, their students' and their own ratings of their teaching, and their engagement in scholarly teaching, educational research, and giving their own teaching workshops and seminars. The validity of the survey structure is supported by several published studies that compared self‐assessments of teaching with external evaluations by trained observers. Results The NETI has motivated many of its participants to adopt or increase their use of proven teaching strategies known to correlate with improved student learning; made them more student‐centered, scholarly, and reflective in their teaching practice; and induced many of them to engage in instructional development and educational scholarship. Conclusions The NETI has satisfactorily met its goals. When interpreted in the light of a theory of adult motivation, the results support the effectiveness of discipline‐specific faculty development for engineering educators.     

The Role of Collaborative Reflection on Shaping Engineering Faculty Teaching Approaches

Over the last several years, engineering faculty and learning scientists from four universities worked in collaboration to develop educational materials to improve the quality of faculty teaching and student learning. Guided by the How People Learn (HPL) framework, engineering faculty worked in collaboration with learning scientists to develop learner‐centered, student‐focused instructional methods. In consultation with learning scientists, engineering faculty carried out educational inquiry in their classrooms aimed at investigating student learning and enhancing instruction. In this paper we discuss the extent to which faculty engaged in these collaborative endeavors and how their teaching approaches differed as a result of their level of engagement. Study findings reveal the role that collaborative reflection plays in shaping teaching approaches. Results from this study provide insights for researchers and other practitioners in engineering and higher education interested in implementing engineering faculty development programs to optimize the impact on teaching.     

Faculty and Student Attitudes Toward Community Service: A Comparative Analysis

The Humanitarian Engineering initiative, sponsored by the William and Flora Hewlett Foundation, at the Colorado School of Mines, is creating a program that will support engineering students in understanding their responsibility for solving community development problems that exist throughout the world. As part of this effort, data has been collected on faculty and student attitudes using the ‘Community Service Attitudes Scale,” developed and validated by Shiarella, McCarthy, and Tucker. During the fall 2004, 78 students and 34 faculty members responded to this instrument. Statistically significant differences were found between the attitudes of students and faculty, males and females, and among different age groupings with respect to service activities. A general finding was that faculty displayed better attitudes toward community service than the students.     

在发展中建设高水平师资队伍

文章分析了广东工业大学扩招后面临的形势，根据师资队伍的现有状况，认为应抓住机遇，在发展中建设高水平教师队伍，为学校做大做强打好坚实基础。     

Effects of Faculty Interaction and Feedback on Gains in Student Skills*

Previous research has identified several variables that affect students' course satisfaction and gains in learning outcomes. The purpose of this article is to provide the reader with insights about the relationships between faculty‐student interaction and students' perceptions of selected skills and attitudes. This study specifically examined the relationships between engineering faculty teaching practices, classroom climate, and students' perceptions of their gains in communication skills, problem‐solving skills, occupational awareness, and engineering competence in a curriculum emphasizing engineering design activities. Data were gathered from more than 1,500 students taking the first‐year design course offered at 19 campuses of the Penn State system over a period of two years. The results suggest that faculty interacting with and providing constructive feedback to students were significantly and positively related to students' self‐reported gains in several design and professional skills. These relationships remained after controlling for student demographic characteristics and campus location. Recommendations regarding specific teaching practices are provided.     

Conceptualizing Engagement: Contributions of Faculty to Student Engagement in Engineering

The concept of student engagement, now prominent in the engineering education and higher education communities, has a long intellectual history. Yet only recently has attention focused on the role that faculty play as designers of educational environments to support student engagement. Drawing from examples and data from the Engineering Change study (which evaluated the impact of the new EC2000 accreditation standards on engineering programs and student learning), the Academic Pathways Study of the Center for the Advancement of Engineering Education, and studies underway at the United States Air Force Academy, we explore the role of faculty, as the institutional agents who are most proximal to the student experience, in developing, facilitating, and sustaining high levels of student engagement.     

Inductive Teaching and Learning Methods: Definitions,Comparisons, and Research Bases

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories. Alternative teaching approaches are more inductive. Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established. This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem‐based learning, project‐based learning, case‐based teaching, discovery learning, and just‐in‐time teaching. The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods. While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes.     

Bringing Adjunct Engineering Faculty into the Learning Community

Adjunct faculty can offer enrichment to an engineering program by bringing practical experience and by introducing relevant industrial applications and problems to the classroom. The industrial perspective of adjunct faculty often manifests itself through an emphasis on communication and presentation skills, and concern for customer needs. Students observing these attributes come away with a better appreciation for the demands of the engineering workplace. Adjunct faculty members can also provide important linkages for developing industrial affiliate programs, co‐op activities, and employment opportunities for graduates. Nevertheless, the position of adjunct faculty is tenuous, subject to shifting enrollments, negative student perception, and limited connectivity with the mainstream issues of the academic department. Adjunct faculty who teach in engineering programs will almost always come with excellent technical credentials, but they will have little or no teacher training or knowledge of learning principles and cognitive psychology. With limited time on campus, adjunct faculty have little opportunity to improve their teaching skills and methods, resulting in a “sink or swim” environment. At the Colorado School of Mines (CSM), we have evolved a regimen of strategies to ensure the quality of the educational program and to support the teaching effectiveness and professional commitment of adjunct faculty. These strategies have improved student and faculty satisfaction with adjunct faculty, and indeed have improved adjunct faculty self‐satisfaction. These strategies are described in the current paper.     

探究式课堂教学在“检测技术”教学中的探索与实践

探究式课堂教学是以探究学习为基本特征的一种教学活动形式，应用于“检测技术”的实际教学中，能使班级教学焕发出生机勃勃的活力，能破除以往老师以自我中心、我教你学的灌输模式，促使学生在探究式课堂教学中得到自我发展，培养创新精神、探讨能力和实践能力。