摘要
建设教师教学创新团队是推进高职院校高质量发展的重要举措。教师教学创新团队有其特定的主体职能,其组建往往遵循不同的逻辑。当前我国高职院校教师教学创新团队的组建方式主要有基于单一专业的课程设置组建、基于专业群的跨界整合组建、基于负责人的项目团队重构组建、基于成果导向的资源适配组建等四种组建逻辑。在团队运行中,则存在多种内外冲突的制约。为促进团队增值发展,高职院校应优化团队构成,增强团队适应性;纾解现实冲突,提升团队共治水平;聚力成果导向,促进团队价值输出;改进绩效评价,赋能团队高质量发展。
Building teaching innovation team for teachers is an important measure to promote the high-quality development of higher vocational college.Teachers’teaching innovation teams have specific subject functions,and their formation often follows different logics.At present,the teaching innovation team of higher vocational teachers mainly consists of four kinds of formation logic:the establishment of curriculum based on a single major,cross-border integration based on specialty groups,reconstruction of project teams based on principals,and resource adaptation based on results.However,teamwork is usually restricted by a variety of internal and external conflicts.To promote the value-added development of the team,it is necessary to optimize its composition and enhance its adaptability,alleviate its practical conflicts and make its governance better,increase its sense of outcome orientation and accelerate its value output,improve its performance appraisal and strengthen its role in leading high-quality development.
作者
付达杰
唐琳
Fu Dajie;Tang Lin(Jiangxi Vocational College of Finance and Economics,Jiujiang 332000)
出处
《职业技术教育》
北大核心
2023年第6期26-31,共6页
Vocational and Technical Education
基金
江西省教育科学“十四五”规划2022年度重点课题“增值评价视阈下高职院校教师教学创新团队特征与绩效研究”(22GZZD011),主持人:付达杰
关键词
高职院校
教师教学创新团队
主体职能
组建逻辑
增值路径
higher vocational education
teaching innovation team of teachers
subject functions
composition logic
value-added path
作者简介
付达杰(1983-),男,浙江大学教育学院博士研究生,江西财经职业学院教授,研究方向:高职教育管理(杭州,310058);唐琳(1984-),女,江西财经职业学院教授,研究方向:职业教育
