学术性与社会性交融:大学教师专业发展路向发微  

Academic and Social Intercourse:University Teachers' Professional Development

作　　者：耿加进[1] 

机构地区：[1]淮阴工学院马克思主义学院,江苏淮安223003

出　　处：《黑龙江高教研究》2017年第4期129-131,共3页Heilongjiang Researches on Higher Education

基　　金：江苏省教育科学"十三五"规划2016年度课题"创新创业导向的地方高校协同育人机制构建研究"(编号:D/2016/01/68)

摘　　要：大学教师专业发展近年来受到较为广泛的关注,其内涵较为丰富,就大学的功能和大学教师的职业特点来看,可以用学术性和社会性交融来加以概括。现代大学教师学术缺乏持续性,教学理论素养和实践能力不足,社会服务意识和服务能力不强。为此,高校要通过制定一些刚性制度来促进教师自主学习、自我提高。University teachers＇ professional development has received widespread attention in recent years, and its connotation is rich, and it can be summarized by academic and social integration in terms of the function of university and the professional characteris- tics of university teachers. Modern university teachers lack academic continuity, teaching theories and practical abilities, as well as strong social service awareness and service ability. Hence, it is very necessary for colleges and universities to estalbish rigid systems to promote teachers＇ professional development by self - learning and self - improvement.

关 键 词：学术性 社会性 教师专业发展 

分 类 号：G645[文化科学—高等教育学]