新质生产力需求视域下高校教师能力提升策略  

Strategies for Improving Universities Teachers'Ability from the Perspective of New Quality Productive Forces Demand

作　　者：刘玉荣[1] 胡荣[1] 陈艳 王锦标[1] LIU Yurong;HU Rong;CHEN Yan

机构地区：[1]重庆文理学院材料科学与工程学院,重庆402160

出　　处：《高教学刊》2024年第36期1-4,共4页Journal of Higher Education

基　　金：重庆市高等教育改革研究项目“新工科背景下应用型本科高校教师队伍建设的探索”(223337);重庆市高等教育改革研究项目“新时代高素质复合型材料专业人才国际联合培养模式的探索与实践”(243221)。

摘　　要：构建高水平教师队伍是培养创新型人才、夯实新质生产力发展的人才基础、推进教育强国和科技强国建设的前提和保障。新质生产力发展对高校教师的专业知识更新能力、跨学科融合能力、数字化教学能力、创新实践及成果转化能力、国际学术交流与合作能力等方面提出更高要求。然而,我国高校教师普遍存在诸多能力上的不足,在一定程度上制约了新质生产力的发展。通过建立完善的教师培训体系、搭建优质的跨界合作平台、深入推进国际合作与交流、优化激励机制与评价体系等措施,可以有效提高教师的整体素质和能力水平,进而更好地服务于新质生产力的发展需求。Building a high-level teaching workforce is the foundation for cultivating innovative talents,strengthening the talent base for the development of new quality productive forces,and ensuring the advancement of educational and technological power in the country.The development of new quality productive forces places higher demands on the professional knowledge updating ability,interdisciplinary integration ability,digital teaching skills,innovation practice and achievement transformation capabilities,and international academic exchange and cooperation ability of university teachers.However,there are widespread deficiencies in the capabilities of university teachers in China,which to some extent restricts the development of new quality productive forces.By establishing a comprehensive teacher training system,creating high-quality interdisciplinary collaboration platforms,promoting international cooperation and exchanges,and optimizing incentive mechanisms and evaluation systems,the overall quality and capability of teachers can be effectively improved,thus better serving the development needs of new quality productive forces.

关 键 词：新质生产力 高校教师 能力提升策略 专业知识更新能力 数字化教学能力 

分 类 号：C961[经济管理—人力资源管理]