新质生产力视域下高职“双师型”教师专业发展内涵、动机与成长模型  

The Connotation,Motivation,and Growth Model of the Professional Development of“Dual Qualified”Teachers in Higher Vocational Education from the Perspective of New Quality Productivity

作　　者：温晓琼[1] WEN Xiaoqiong(Hunan Mechanical Electrical Polytechnic,Changsha 410151,China)

机构地区：[1]湖南机电职业技术学院,长沙410151

出　　处：《温州职业技术学院学报》2024年第4期1-6,共6页Journal of Wenzhou Polytechnic

基　　金：教育部人文社会科学研究青年基金项目(18YJC880089)。

摘　　要：通过文献研究和调查分析,发现“双师型”教师专业发展的动力机制包括外部动力动机和内部动机,其中外部动机包含社会生态系统、教育生态系统、学校生态系统和课堂生态系统等,以及内部动机包含兴趣特质、职业伦理和自我意识等。在此基础上,进一步研究发现“双师型”教师专业发展符合“双动力、三阶段、五层面”的成长模型,其中“双动力”指内在动机与外在动机的协同作用,“三阶段”包括角色适应期(初级)、沉淀发展期(中级)和专业成熟期(高级),“五层面”涵盖职业认同、专业学习、科学研究、教育教学和实践应用。“双师型”教师的专业发展的核心升级点是“会”“能”“精”,即从“会适应、会学习、会科研、会上课、会实践”的初级阶段,提升为“能发展、能突破、能钻研、能设计、能应用”的中级阶段,最终到达“精情怀、精发展、精研发、精课程、精创新”的高级阶段。Through literature research and survey analysis,it is found that the driving mechanisms for the professional development of“dual qualified”teachers include external motivation and internal motivation,in which external motivation includes social ecosystem,educational ecosystem,school ecosystem,and classroom ecosystem,while internal motivation includes interest traits,professional ethics,and self-awareness.On this basis,further research has found that the professional development of“dual qualified”teachers conforms to the growth model of“dual motivation,three-stage,and five level”,where“dual motivation”refers to the synergistic effect of intrinsic motivation and extrinsic motivation,“three-stage”includes role adaptation period(primary),sedimentation and development period(intermediate),and professional maturity period(advanced),and“five level”covers professional identity,professional learning,scientific research,education and teaching,and practical application.The core upgrading points for the professional development of“dual qualified”teachers are“ability”,“competence”,and“precision”,which means upgrading from the primary stage of“adaptability,learning,scientific research,teaching,and practice”to the intermediate stage of“development,breakthrough,research,design,and application”,and ultimately reaching the advanced stage of“refined emotions,refined development,refined research and development,refined curriculum,and refined innovation”.

关 键 词：新质生产力 “双师型”教师专业发展 动机 成长模型 

分 类 号：G715[文化科学—职业技术教育学]