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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.#p#分页标题#e#
The second step is to guide teaching link. According to the actual situation, we candivide each course into a number of projects. Combined with the course‘srequirements and the professional background of team members, each project isdominated by a teacher, who should carry on the overall summary and grasp for thebackground of the research, the research‘s hot spot, references, research‘s methods,others important theory, development trend, expert opinion and so on. The teachermust mainly play a part in establishing situation and pay attention to guide them,inspiring students to think deeply and answering what any student asks. There aremainly five kinds of teaching modes in this part: 1) By using the professionalqualification system of teacher, it can realize the division of architecture.According to the different grade, the teachers may be put together, choosing ateacher who has the highest professional titles to be responsible for leading thegeneral teachers and support staff, etc. They can make a plan, do a research andcarry out a teaching all at once. What we do is for the purpose that is to improvethe school‘s teaching work, promote more harmonious classroom, import moretrenchant content and make students more devoted in. 2) Developing networkteaching. It is based on CSCL to realize teaching team, teaching division under oneroof. This is conducive to make full use of network teaching materials andresources, conducive to make full use of the teachers in the same school or not toexchange and learn the resource between the different professions, conductive topromote the rational allocation of the staff, conductive to the several teachers in thesame subject with assistant personnel consisting of teaching team, which is helpfulto play expertise for teachers, above all be complementary. 3) Compositing ofmutual aid group and breaking the limit of subject is to carry out the cooperativeteaching mode of ―team teaching‖. Based on the contact teaching, in addition to the same subject in the form of teaching team, they may carry out exchanging theresource and making a cooperation .They also can carry out crossing subjectcurriculum teaching. 4) Carrying out the cycle of teaching and making teachingrounds, developing the cooperative teaching mode of ―team teaching‖. Forexample, we can try our best to make use of teachers in different specialtycomposing teaching group. Each teacher is ready to teach the unit which is can betaught by himself or herself in the line with their own expertise, teaching in turn.This can save much time so that they needn‘t to prepare for other materials. Inaddition, it also allows teachers to have the opportunity to improve every times ofteaching. Clarifying the question, it lets students know ―what to do‖, the segmentaccounts for 10% of the proportion of teaching.
The third step is the debate between teachers and students. The effective debatebetween them should be inclusive. Besides that, it is also under the premise ofreasonable absorption naturally and the differences between artificial and factions,both manifesting the characteristics of autonomy and having a human feelings.Beyond that, it also reflects factions and pays attention to the emotion of harmony.The other members of the team make point, discuss methods and deepen the themeof the guiding content. In addition, according to their different characteristics, theyguide the student to widen their sight, cultivate divergent thinking, and be brave toinnovate. Relying on the small discussion groups, students can participate indiscussions. Based on his or her interest, he may be positive to think aboutproblems. At the end of the guiding- teaching link, the teacher can clarify a point inthe line with the problems which has been put forward and the understanding andawareness of each seminar group‘s view. Let students accept the view andunderstand the teacher who has different discipline background on the same issuein class, which is good at cultivating students' divergent thinking, is good atguiding students to think about problems into the multi-disciplinary perspective,correcting viewing of authority. It is good at improving the learning ability ofinquiry and giving full play to the subjective initiative of students, which makes theclass active. Let the students know ―how to do‖, the segment accounts for 30% ofthe proportion of teaching.
The fourth step is the summary part. The main purpose is ―seeking common groundwhile putting aside differences‖, Instead of ―seeking the same with the exception ofdifferent ―. According to their own collection of resources, materials of the study,the interpretation of teachers, and the debate between teachers and students, eachseminar group can state their views and opinions. For other members of teachingteam, they can also put forward relevant suggestions and deepen the content on thebasis of their own understanding, summarizing. Finally the teacher who guides thestudents to summarize the opinions of the team members carries on the summaryand puts forward further research suggestions for their reference on relevant issues and points of view. Let the students know ―the principle of to do‖, the segmentaccounts for 10% of the proportion of teaching.
The fifth step is feedback link. The function of the teaching evaluation is to serveteaching rather than direct teaching. In pursuit of the effectiveness of classroomteaching, evaluation is not the focus of the ―teaching‖ but a review of the―learning‖. We should pay attention to how much they agree with the teaching,realize the teaching and harvest the teaching. Not only does the advantage grouplearn more effectively, also the disadvantaged has learnt more effectively. From thethree dimensions of teacher-teacher cooperation, teacher-student cooperation andstudent-student cooperation, we will be to evaluate teaching. Firstly, from the viewof the interaction of teachers, whether it has the following five characteristics: 1)The complex target is needed to be completed cooperatively. 2) Idea, curriculum,teaching strategy and organization structure all must be changed which emphasizeson plan, measurement and adjustment of the continuity in the practical process. 3)Generating ideas in collaborative process, it also combined with the teaching forcein order to meet the students' needs. 4) The teachers in collaborative group who arewilling to participate and identity the value of professional development. 5) Selfexpectationscan continue to seek more efficient teaching methods for promotingthe progress of students and colleagues. In the interactive dimension betweenteachers and students, it is the most important to arouse the students' enthusiasm.That is to say let the students‘ positivity from passive participation into activeparticipation, from being questioned to ask questions, from being accepted to takethe initiative to look for problems. Let students really be involved in the group,enjoy them and learn content together. In the interactive dimension of the students,firstly, what we should do is to divide students into heterogeneous groupscollaboratively. Let the students who have the different abilities and expectationsstay in the same group. The purpose is to meet each student's individual differenceand put each student's ability and personality in activation. In addition, we canimprove the ability of active learning for students, stimulating their motivation tolearn. There are many Collisions within the group to generate ideas. Through theadvanced to spur the backward, the mode can enable students from keeping silenceto communicating each other, from the start to practice by themselves. Within thelearning group, there are active communications, clubbing ideas and exertions.Everyone can put forward the distinctive point of view of his own. In the factors ofeffective teaching, willingness to learn is the most important. There is no doubt thatstudents‘ learning outcome and learning intention is proportional to therelationship. High willingness to learn results in high learning effect, lowwillingness to learn can‘t. (Shu-ping, 2012, p. 2) Let students know ―the purpose todo‖, the segment accounts for 20% of the proportion of teaching.
3. The Value of the Cooperative Teaching Mode of “Team Teaching”价值
The higher education taking teaching as the center, classroom-teaching is the mainchannel of teaching. We need to explore the effective of classroom-teaching toimprove the quality of education. The pursuit of the effectiveness of classroomteaching,it is not just a problem of how much a number of tasks or the length ofthe class time. The key issue here is whether the teaching is useful or not from theperspective of intellectual improvement. It is also a question of whether teaching isloved by students from the angle of sensibility. (Yang Qi-liang, 2012) Building thecooperative teaching mode of ―team teaching‖, we pursuit for useful teaching,being fond of teaching; we pursuit for the communication between teachers andstudents, advocating open teaching; we pursuit for a situation that ―teachingbenefits students and teachers alike‖ can be realized.
A) Optimizing the teachers‘ cooperation完善教师协作
From the thought of the social constructivist, above all as the representative, LevVygotsky, ―the construction of knowledge is in communication with other peoplein the environment, is the result of social cooperation and social interaction. Interms of its actual situation, the teachers‘ biggest assistance comes from the otherteachers‖. (Guang-ping, 2005) There are significant differences between teachersin the knowledge structure, level of intelligence, mode of thinking, cognitive style.Even the teacher teaching the same subject, the difference of dealing with theteaching content, selecting teaching methods and designing the teaching overall isobvious. (Hong, 2011) Teachers who are in different disciplines can put diverseperspectives, knowledge structure, and analysis together. They can inspire andcomplement each other so that thinking and wisdom can be collided together incollaborative lesson planning and class. For generating some new ideas, it canmake original concept more scientific and perfect. Besides that, it also makes theentire teaching not adhere to talk rigidly. In teamwork, team teaching can enhancethe overall strength of the team of teachers. At the same time, students may gainpsychological support and burst out of the spark of inspiration through guided inteaching interaction. It improves the students‘ ability to analyze and solve problemsgreatly.#p#分页标题#e#
B) Improving the students‘ classroom participation提高学生课堂参与度
Under the close collaboration with many teachers, the cooperative teaching modeof ―team teaching‖ can build an open and interactive teaching environment. Livinga positive argument between teachers or between teachers and students in thediscussion, debate and criticism, it can implement a dynamic and situationalteaching. It may let students be involved in class fully, establish the Subjectconsciousness and take the initiative to acquire and apply knowledge. Let thestudents to be equipped with ―four masters‖, that is to master knowledge and skills, to master the use of both hands and brain, to master the way to live, to master howto get along with people and handle various affairs.
C) Conducive to the realization of teaching which benefits teachers as well asstudents意识到该教学方式对师生的益处
The mode, which is the cooperative teaching mode of ―team teaching‖, not onlygives a play to the teachers from the different areas of expertise, but also inspiresthe teachers‘ creative spirit and ability with the effective integration of teacherresourcesgreatly. In the interactive process, it also can promote the development ofteaching, improve the teaching level and broaden the academic research field. Atthe same time, the interaction between teachers and students may mobilize theenthusiasm of both teachers and students, and change the view of teachingmaterial, class view and teaching view effectively. It can realize the integralbenefits of the teaching‘s effect fully.
4. Conclusion结论
To make a long story short , the cooperative teaching mode of ―team teaching‖, anew teaching mode, is to adapt to the development of the times and students. Itcould take various teaching resources effectively together, which mobilizes theenthusiasm of both teachers and students. This mode also can break through theprofession in major barriers and release the teaching space which we needs fully.About all, it could optimize the teachers' effective cooperation, encourage theactive participation of students, and deepen the positive argument between teachersand students. The purpose of building the cooperative teaching mode of ―teamteaching‖ is that we focus on improving the students' learning ability, practicalability, innovation ability and thinking ability.
5. References参考文献
Bai-lin, L. (2003). Analysis of individual subjectivity. Theory and reform.Guang-ping (2005). Cooperation between the professional development of Teachers. Studies inforeign education, (3).
Gui-lin, W. (2012). The professional development of teachers in Teaching University. Experimentalresearch and education (4).
Hai, B. (2005). Cultivate the spirit of innovation, improve the practice ability: the mode of studentcentered.Jiangxi: University Press of Jaingxi.
Hong, M. (2011). Cooperation is not only a kind of teaching strategy. Shanghai education scientificresearch, 2.
Jia-li, J.Y. (2004). The transferring mode of pre-figurative culture. Modern Education Science (4).
Qing-chang, L. (2005). We need the teaching which is for students. Study on the development ofEducation, 10.
Shu-ping, L.D (2012). Reflection and practice. Teacher s‟culture research. Dalian: Liaoning NormalUniversity press.
Ya-lin, R. (2011). From ―synchronous teaching‖ to ―cooperative learning‖. Chinese construction (12).
Yang Qi-liang (2012). Several fundamental questions about the effectiveness of classroom teachingof. Study on the development of education, 8.
Zi-tang, F. (2013). Building cooperative teaching mode of ―team teaching‖. China Education Journal,
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