師生對“教學優點”的不同定義：基於復旦大學問卷調查的分析

在當下的後工業時代，教師掌控學生學習的知識控制範式悄悄地崩潰，隨之而來的挑戰是教師必須重新調整他們在學生學習中的角色和定位。然而，值得探討的問題是，這種調整和改變在現實中是否發生。本文依據復旦大學師生大調查的相關內容，試圖追問以下問題：在對教學的認知和體驗方面，教師和學生是否存在差異？教師怎樣認識他們的教學優點？受到學生認可的教學優點又是哪些呢？他們之間有不一致的地方嗎？本文用調查資料對上述問題作出回答，並試圖探討大學教師為何需要持續的專業發展以及需要何種發展模式。
As a result of the paradigm shift in knowledge control, teachers are no longer the absolute authority in classroom settings. They need to change their teaching beliefs and assume new roles to adapt to the change. This paper attempts to investigate whether the change has taken place in reality rather than in rhetoric. Based on the data collected from a large-scale survey conducted among Fudan teachers and students, these questions are specifically explored: Do teachers and students share similar or different perceptions of teaching? How do Fudan teachers define quality teaching? How do students understand them? Any misalignment between them? On the basis of the analysis of the misalignments, the paper concludes with some suggestions on the type of professional development models required by teachers. Copyright © 2012 復旦大學.