高校教师发展:本体论反思与实践逻辑  

On Philosophical Meaning and Practical Logic for Faculty Development

作　　者：李志峰[1] 高慧[1] 

机构地区：[1]武汉理工大学高等教育研究所

出　　处：《大学教育科学》2013年第4期66-71,共6页University Education Science

基　　金：国家社会科学基金(教育学)一般课题"高校学术职业分层与教师岗位设置管理制度创新研究"(BFA090051);中国高教学会十二.五规划课题"基于教师专业化成长的现代高校教师管理制度创新研究"(11YB147);教育部教师队伍建设改革示范项目"创新‘导;训;助’三位一体模式;创建高校青年教师能力提升体系"(教育部教师司(2013)13号)

摘　　要：高校教师发展是教师与环境的双向建构过程;是教师不断超越自我,提高自身适应环境变化的能力,继而提高自身和组织存在价值的过程;是教师自身发展,学生发展,知识发展,学校发展不断实现和谐统一的过程;是教师不断实现专业化和社会化的过程。高校教师发展包括教师伦理道德发展、专业发展、地位发展几个方面,具有终身发展、多向度发展、个性化发展等特征。高校与教师的双向建构,组织制度与文化的共同作用,教师培训与终身学习相结合,在学术场域中强化教学能力,是促进高校教师持续和谐发展的实践逻辑。Faculty development is the process in which teacher enhance the adaptability to environment change for continuous self transcendence,thus to improve the value of themselves and organizations;the process of harmoniously achieving unity of teacher self development,student development,knowledge development and university development and the process of teacher continuously achieving specialization and socialization.Faculty development includes several aspects such as ethics morality development,specialty development and status development.All these aspects are with the characteristics of lifelong development,multi-dimensional development and individual development.The practical logic for faculty sustainable and harmonious development is respect to the following aspects: bidirectional construction,combined action of organizational system and culture,integration of training and lifelong learning.

关 键 词：高校教师发展 目标 内涵 特点 实践逻辑 

分 类 号：G645[文化科学—高等教育学]