大学教师的教学实践发展:从理想模型看现实困境  

On the Instructional Development of University Faculty:from the Ideal Model to the Real Dilemma

作　　者：许国动[1] 

机构地区：[1]广东金融学院,广东广州510521

出　　处：《现代教育管理》2017年第11期82-86,共5页Modern Education Management

基　　金：广东省教育厅创新强校工程教育科研(高校认定)资助项目"地方院校教师教学发展景气指数构建的理论与方法研究"(2016GXJK116)

摘　　要：伴随着学术与教师发展的内涵多元化,教学与科研的外在冲突日益凸显其内在悖论。大学教师教学发展的理想模型由多元化知识、多元化角色以及多元化教育功能构成。理想模型的实现离不开教师成长,这些体现在年龄、学历和职称方面,从而提出了大学教师成长的时间序列模型。实证分析表明,在传统的评价机制下,大学教师晋升压力大,科研投入占用了大学教师的主要精力,教师的教学实践投入与态度都会受到影响,大学教师教学实践发展面临困境,影响深远,甚至引起系统变革性的影响。因此,大学教师教学实践的发展需要从理念走向体制,从实践跨越走向理想模型,从而实现大学教师的卓越追求和自我实现。With the diversification of the connotation of academic and faculty development,the inner paradox has become more obvious in the external conflict of university faculty instruction and scientific research development. It consists of diversified knowledge,diversified roles and diversified education functions for the ideal model of university facultys instructional development. The realization of the ideal model is inseparable from the growth of faculty,which is reflected in the age,educational background and professional title,thus put forward the time series model of university faculty growth. Empirical analysis shows that the promotion pressure is high for the university faculty under the traditional evaluation mechanism,scientific research input has occupied the main focus of university faculty,faculty＇ instructional practice and attitude are affected,teachers are facing plight in practical teaching,which may have a far-reaching influence and even lead to systematic reform. Therefore,the development of university faculty＇ instructional practice needs to be moved from concept to system,from practice to ideal model,so as to realize the outstanding pursuit and self-realization of university faculty.

关 键 词：大学教师 教学发展 教学学术 科教融合 

分 类 号：G645[文化科学—高等教育学]