文献类型：期刊文献

中文题名：后喻时代大学教师的核心能力分析

英文题名：The Core Competences of University Teachers in the Post Figurative Era

作者：杨冰[1];陈岩[1]

第一作者：杨冰

机构：[1]北京联合大学管理学院

第一机构：北京联合大学管理学院

年份：2014

卷号：28

期号：2

起止页码：5-8

中文期刊名：北京联合大学学报

外文期刊名：Journal of Beijing Union University

基金：北京市人才强教深化计划--中青年骨干教师项目;北京联合大学人才强校计划资助项目资助

语种：中文

中文关键词：后喻时代;大学教师;角色转换;核心能力

外文关键词：Post figurative era; University teachers; Transformation of roles; Core competences

摘要：后喻时代的根本特征是文化传递方式的改变,由晚辈向前辈学习发展为前辈反过来向晚辈学习。以互联网为代表的现代科技使学习呈现开放化、终身化、碎片化和显性化的特征,大学教师的角色也应随之发生转换,主要体现在:从先生向同学,从授业向传道,从教书向育人进行转变。要实现这一角色的转变,教师需要具备的核心能力为终身学习能力、学术探索能力、思考批判和沟通合作能力。
The direction of culture transfer is different in different period, and it transfers from junior ship to elder in the typical post figurative Era. Pushed by modern science and technology represented by the Internet,new rules and features have emerged in both teaching and learning, which are openness, lifelong, fragmentation, and dominance. The roles of university teachers are changing as well. They are not only teachers but also schoolmates, not only transferring skills but only preaching, not only teaching but also educating. To complete their transformation of roles, the core competences of university teachers should be lifelong learning, academic exploration, critical thinking, and cooperation.