彭州市邮编,死神老公好霸道,台湾yahoo
考虑到在高等教育中“老师说了算”教学模式的局限性，我能建立了一种以人为本，以学生为基础，以学习为中心的“团队教学”的合作教学模式。它强调了老师和学生之间的挑战和合作，同时在教学过程中，促进了两者之间的交流，保证了开放教学和学生的参与性。跟传统教学模式相比，团队教学的合作模式突出了教学的创新价值，并且在课前准备，教学指导，师生辩论，总结和课后学习的过程中提供了一种灵活框架。
Abstract: Considering the limitation of higher education teaching mode of ―only the teacher‘s wordscount‖, we build the cooperative teaching mode of ― team teaching‖ which is humanism-based,student-based and learning-centered. It emphasizes ―challenge and cooperation‖ between teachers andstudents as well as promotes communication and interaction during the teaching process to ensureopen teaching and students‘ participation. Compared with the traditional teaching mode, thecooperative teaching mode of ―team teaching‖ highlights its innovative value of teaching andprovides a feasible framework during the process of pre-class preparation, teaching guidance, studentteacherdebate and conclusion and further study.
Keywords: team teaching; teaching mode; teaching process; teaching value
Just as the old saying goes, ―a teacher is one who could propagate the doctrine,impart professional knowledge, and resolve doubts. The thoughts of highereducation in our country have been emphasized on ―teaching while neglected―learning‖ long. In traditional learning, students are dependent and passive insteadof active and independent. We must change the traditional learning style into anindependent and exploratory one with which students can full play their initiativeand creativity. (Hai, 2005) The pursuit of modern teaching is to make teachingsuitable for students. It looks like a new expression of the old teaching idea of―teaching according to the students‘ ability‖ at the first glance, but actually, it is theeducators‘ appeal with purposes and noumenon in an era that humanism has beenwidely accepted. We promote ―this teaching mode that is suitable for students‖because a human-based educational concept accords with the educational spirit ofpresent times. The appeal, seeking and creation of ―a teaching that is suitable forstudents‖ are, in essence, expressing a call for education development of thesetimes. (Qing-chang, 2005, p. 10) The teaching that is suitable for students is onethat respects the students‘ personalities and achieves their all-round development.The cooperative teaching mode of ―team teaching‖ proposed in this paper broke the traditional teaching style of ―one classroom, one teacher‖. The concept, features,process and values of ―team teaching‖ are illuminated in the paper to promote theconstant revolution of education.
1. Concept and Features of the Cooperative Teaching of “TeamTeaching”团队教学的概念和特点
A) Concept of the cooperative teaching of ―team teaching 概念
Team teaching (―TT for short) refers to a teaching mode in which three or moreteachers from different discipline backgrounds constituted a teaching team toperform a discuss- and-study style teaching. (Zi-tang, 2013) Such a teaching modenot only highlights the team work consciousness but also illustrates thoseinnovative concepts of joint planning, team execution, real-time updating,collaborative refection, shared feedback and evaluation etc during teachingprocess,. During the real teaching application, ―TT‖ requires the cooperation andfurther study, advocating ―cultural transmission between contemporaries‖, andenforces the communication and study between teachers in order to promote theirprofessional development. (Jia-li, 2004) It requires teachers to fully understand theneeds and interests of students through professional thoughts of teaching andprofessional technique, only in which way can the understanding be clear andreliable. Teachers need to be equipped with broad educational feelings which atleast shall consist of two elements: ―love‖ and ―wisdom‖. ―Love‖ means teacherare willing to devote everything to students to give them what they need; ―wisdom‖ensures that teachers can find the right way and suitable teaching methods to fullyinspire the initiative and participation of students. Finally, a situation that ―teachingbenefits students and teachers alike‖ can be realized.
B) Features of the cooperative teaching of ―team teaching特点
The cooperative teaching mode of ―team teaching‖ is based on the experience of―interactive teaching way of two teachers‖. It requires that three or more professorsteach in the same class, and challenge each other during teaching. It emphasizesstudents‘ participation, a teacher-student‘s communication and an open class.Certainly, ―TT‖ has a higher demand for teachers‘ professional developmentachieving a balance between ―the individual‖ and ―cooperation‖. We shouldobjectively understand the advantages and disadvantages of ―the individual‖ and―cooperation between teachers‖. Only by keeping a balance between ―theindividual‖ and ―cooperation‖ can we eradicate people‘s discrimination against―the individual‖ and effectively achieve ―cooperation between teachers‖. (Gui-lin,2012) Then, the disadvantage of the traditional cooperation between teachers willbe avoided. We can realize a student-centered and a study study-centered teaching thatdevelop everything for students‘ overall development. The process of ―TT‖ is apparently different from other teaching mode. It has somefeatures. 1) Openness .The learners of ―TT‖ can be of all ages during highereducation period. By effective teaching design, students will broad their eyesightand inspire their interest under the guidance of teachers with different disciplinebackgrounds. Their initiatives and participation will be also inspired.2)Accessibility. ―TT‖ does not require any special learning materials and resources,either does it has any special demands for teachers, students and classrooms. Bytaking advantage of the present teaching resources, the traditional‖one classroom,one teacher‖ teaching mode will be changed. A balance between ―the individual‖and ―cooperation‖ will be achieved. 3) Integrity. ―TT‖ enjoys a very goodcompatibility and integrity of ―teacher-teacher cooperation‖, ―student-studentcooperation‖ and ―teacher-student cooperation‖ which can integrate knowledge ofdifferent disciplines into one class and one problem for discussion. Students mayfind what they are interested in, talk actively during the discussion and apply therelevant knowledge to solve some problem process. Such integrity improves thestudents‘ ability of cooperation, communication, coordination and creation, andheats the atmosphere in the classroom so that a situation that ―letting a hundredflowers bloom, a hundred schools contend‖ will appears and sentimental relationsbetween teachers and students will be enhanced. 4) Challenge. In ―TT‖, teachersshall take roles as main designer, participator, organizer, coordinator, and leader.As for the teaching preparation task, teachers, teaching materials and students shallall be considered. The structure of teaching staff shall be optimized and the presentresources shall be fully utilized. As for the whole teaching process, teachers are notwork alone, but work within a group for teaching preparation, discussion,participation, evaluation and feedback.
2. Building the Cooperative Teaching Mode of “Team Teaching”建立模式
The cooperative teaching mode of ―team teaching‖, which is from the parts of―learning‖ involving in initiative section, participative section, inclusive section,and thinking section, which can promote students' all-round development and makethe students be equipped with the ability of rational choice, team cooperation andthe construction of knowledge. From the parts of teaching in cooperation,breakthrough, analysis, complementation, it also can promote teachers' rapidgrowth obviously. In addition, it is helpful to expand teachers‘ teaching experienceand conduct to the improvement of teaching level. Based on the previous research,this paper proposes a cooperative teaching mode of ―team teaching‖ which can bedivided into five parts, as it is shown in Figure 1.
As is described above, the first step is pre-class preparation. In this part, the mostimportant thing is that teachers and students are divided into the different groups.First of all, we need to select excellent teachers from the different backgrounds ofprofession to form a teaching team, which is on the basis of co-figurative culture,laying down the teaching plans, teaching methods, teaching strategies and stepstogether. From the perspective of management, the general characteristics of theeffective cooperation team is to have common goals, self-consciousness, sincerecommunication, mutual respect, mutual credits, mutual dependence,complementary and necessary plans in the administrative lead. Besides that, it hascertain rules and regulations, etc. (Gui-lin, 2012) The cooperation between theteachers can meet the great requirements of this university courses the integrationof course. Only the mutual cooperation between teachers, especially among thedifferent disciplines teachers‘ cooperation, is comprehensive to complete theintegrated curriculum and learning style. There are many significant differencesbetween teachers in knowledge structure, intelligent level, the mode of thinking,cognitive style, etc. Even the teachers who teach at the same subject are differentfrom dealing with the teaching content, the selection of teaching methods and thewhole design of teaching obviously. It also inspires and complements each other torealize the collision of thinking and wisdom in order to generate new ideas. Themode makes original ideas more scientific and perfect, which is conductive toachieve the teaching goal. The second step is to divide the student into different groups due to their different abilities to create a learning community, givingexpression to the subjectivity of people. A real person is the one who is engaged in practical activities, the one is the subject of the activities. The positive practice ofthe individual should be the driving force that promotes social progress. The freeand comprehensive development of the individual as the subject of activities is alsothe ultimate feeling of Marx. (Bai-lin, 2003) Each person's independence, affinity,and diversity are the premise. ―Harmony without uniformity‖ is emphasized.Cooperative learning community is best to be made up of four people consist ofboth genders and there shall be no leaders so that we can establish an equallearning relation. In the practical application, we can select the appropriate teacheraccording to the connection degree of each course. (Ya-lin, 2011) Due to theconnection degree of each course, we may select an appropriate teacher in theprocess of practice. At the same time, on the basis of the students‘ requirements,they can constitute small discussion groups. By studying the resources whichteachers have prepared for carefully, it makes the passive learning turn intoautonomous learning, using learning method of ―autonomous, inquiry andcooperation‖ for students actively. The link puts forward the questions and letsstudents know ―what to learn‖, the segment accounts for 30% of the proportion ofteaching. |
