一年半前听说了《如何成为卓越的大学教师》这本北京大学出版社出版的翻译书，借来读了一篇，解决了自己的很多困惑，也就向很多人推荐此书。

当了将近一年的范钦珊教授的材料力学课程助教，结合阅读该书的基础，感到特别的兴奋和欣慰。范老师的教学过程和教学理念和该书的很多观点不谋而合，而在自己的辅导过程中也尽可能的使用该书的一些观点去引导和启发学生，当然也引导和启发自己。一年下来，取得了比较好的效果。

课程结束后，买了一套这样的书籍，又重读了一篇，温故而知新。来到哈佛借的第一本书也是此书，因为一直想读一读原版，断断续续（边读边想也自觉不自觉的和中文翻译版对照）读完，觉得理解又深了一步。希望广大博友闲暇时也来读读。

下面是此书的一些主要内容，当然大家可以看中文版的。

This is a summary of the major conclusions stated in Ken Bain, What the Best College Teachers Do (Cambridge: Harvard University Press, 2004), that was read and discussed by twenty-six UNCA colleagues during the Spring 2005 semester.  The questions, as well as the indented material, were taken directly from the book, i.e., they are direct quotations (with page numbers in parentheses).  The three additional points are just that, some ideas that stood out but were not necessarily stressed by Bain.

 What do the best teachers know and understand?

 Without exception, outstanding teachers know their subjects extremely well.  They are all active and accomplished scholars, artists, or scientists (15).

 How do they prepare to teach?

 Exceptional teachers treat their lectures, discussion sections, problem-based sessions, and other elements of teaching as serious intellectual endeavors as intellectually demanding and important as their research and scholarship (17).

 What do they expect of their students?

 Simply put, the best teachers expect “more.” . . . they avoid objectives that are arbitrarily tied to the course and favor those that embody the kind of thinking and acting expected for life (17-18).

 How do they treat students?

 Highly effective teachers tend to reflect a strong trust in students.  They usually believe that students want to learn, and they assume, until proven otherwise, that they can (18).

 How do they check their progress and evaluate their efforts?

 All the teachers we studied have some systematic program . . . to assess their own efforts and make appropriate changes.  Furthermore, because they are checking their own efforts when they evaluate their students, they avoid judging them on arbitrary standards (19).

 Three additional points:

 “Even the best teachers have bad days, as they scramble to reach students” (19).

The best teachers “didn’t blame their students for any of the difficulties they faced” (19).

The best teachers “generally had a strong sense of commitment to the academic community and not just to personal success in the classroom” (20).

 

中文翻译版封面

 

从目前自己的感觉来看，此书的借阅次数算是比较多的了。可见此书还是比较受欢迎的，影响也比较大。

相关专题：读书荐书
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