大学教师专业发展的进阶之路--基于教育学的视角  

The Four Levels of University Faculty′s Professional Development--Based on Pedagogical Perspective

作　　者：巩红冬 GONG Hong-dong(Department of Chemistry and Life Science,Gansu Normal University for Nationalities,Hezuo Gansu 747000)

机构地区：[1]甘肃民族师范学院化学与生命科学系,甘肃合作747000

出　　处：《甘肃高师学报》2020年第1期23-26,共4页Journal of Gansu Normal Colleges

摘　　要：大学教师是大学实现高级专门人才培养职能的主要实施者。大学教师的专业发展影响着自身教书育人职责的履行。教育学理论为审思大学教师专业发展的过程及其规律提供了新的视角。从教育学的视角来看,大学教师专业发展的进阶之路基本上包括读书、教书、教学、导学四个阶段。文章对这四个阶段的特征、成因、结果进行了教育学分析,并针对存在的问题提出了相应阶段的进阶建议,以求为不断提高大学教师教书育人水平,促进大学教师专业持续发展提供理论指导和决策参考。University faculty is the main implementers of the functions of cultivating senior specialized talents in the university. The professional development of university teachers affects the performance of their teaching and education responsibilities. The pedagogical theory provides a new perspective for reflecting on the process and law of university faculty′s professional development. From the perspective of pedagogy, the way to advance the professional development of university faculty basically includes four stages: reading material, teaching material, teaching student and tutoring student. In this paper, the characteristics, causes and results of the four stages are pedagogical analyzed, and the corresponding advanced suggestions are put forward in view of the existing problems, in order to provide theoretical guidance and decision-making reference for continuously improving the level of teaching and education of university teachers and promoting the sustainable development of university teachers′ profession.

关 键 词：大学教师 专业发展 学科知识 教学技能 

分 类 号：G645[文化科学—高等教育学]