实然与应然:我国高校教师专业发展实证研究——基于全国31个省市区高校理工类教师的调查分析  

Reality and Ideal: An Empirical Study of the Professional Development of University Teachers in China

作　　者：杨海燕[1] 李硕豪[1] 

机构地区：[1]兰州大学,甘肃兰州730000

出　　处：《国家教育行政学院学报》2015年第12期74-82,共9页Journal of National Academy of Education Administration

基　　金：全国教育科学"十二五"规划教育部重点资助项目

摘　　要：教师专业发展是国际教师教育改革的趋势。在我国,高校教师专业发展起步较晚,专业发展效果有待考证。通过大样本实证研究的方法,以全国31个省市区高校理工类教师为样本库,探求我国高校教师专业发展的实然状况与理想状况。调查结果显示:在高校教师专业发展意识上,多数教师尚未认识到专业发展的重要性,整体意识不高;专业发展内容上,科研发展、教学发展、服务发展、师德发展比例失调;在专业发展途径上,常用途径效果不好,效果好的途径不常用。为达到高校教师专业发展的理想状态,今后需进行相应的改革:平衡教师角色,提升教师专业发展意识;改革教师考核制度,调整教师专业发展内容比例;尊重教师群体特征,促进专业发展途径"因地制宜"。University teachers＇ professional development is a trend in current international teacher education reform. In China, it started relatively late, and the effect remains yet to be proven. This study has conducted surveys among teachers in polytechnic universities and colleges in 31 provinces in order to find out the real situations and the ideal state by way of an empirical study. According to the survey results, university teachers＇ consciousness of professional development is low, the contents of professional development are imbalanced, and professional development efficiency is not high. In the future, we need reforms that will balance the role of teacher, improve the teacher evaluation system, increase the proportion of professional knowledge in training, take into consideration the special characteristics of teachers, and have development programs that are better suited to local conditions.

关 键 词：高校教师 专业发展 调查报告 

分 类 号：G645[文化科学—高等教育学]