新时期大学教师职业角色研究综述及其研究框架构建  

Research Overview of the Professional Roles of University Teachers in the New Era and Construction of Research Framework

作　　者：刘灵凤 LIU Lingfeng(Guangdong Communication Polytechnic,Guangzhou 510650,Guangdong,China)

机构地区：[1]广东交通职业技术学院,广东广州510650

出　　处：《广东交通职业技术学院学报》2024年第3期102-107,共6页Journal of Guangdong Communication Polytechnic

基　　金：广东省高职教育财经类专业教学指导委员会2022年度教育教学改革项目“‘互联网+’时代基于建构理论的高职财经类教师角色定位与学生学习成果评价研究与实践”(编号:CJJG220638)。

摘　　要：教师是促成国家职业教育变革的关键因素,不仅要具备知识传递、科学研究的能力,更要具备服务社会发展的职能。随着人工智能、大数据等技术的发展,大学教师的职业角色面临着被工具化、边缘化和模糊化的危机,如何明晰角色使命并通过实践提升认知成为教师发展的一个重要命题。本文在梳理近年国内外针对大学教师角色认知及其影响因素的文献基础上,构建了大学教师职业角色“影响因素-认知评价-应对策略”的研究框架,可以为后续的教师角色认知提升研究提供支撑。Teachers are a key factor in achieving the reform of national vocational education.They not only need to have the ability to transfer knowledge and conduct scientific research,but also need to have the function of serving the development of society and industry.With the development of technologies such as artificial intelligence and big data,the professional identity of university teachers faces the crisis of instrumentalization,marginalization and ambiguity.Therefore,it has become an important proposition for teachers to understand their mission and improve their role cognition through practice.This paper reviews recent domestic and foreign literature on university teacher role cognition and its influencing factors,and constructs a research framework of“influencing factors-cognitive evaluation-coping strategies”for teacher professional identity.This framework can provide support for subsequent research.

关 键 词：大学教师 教师角色 角色认知 影响因素 职业角色 

分 类 号：G645.1[文化科学—高等教育学]