多元理性景观:美国大学教师发展的理性审视与价值省思  

Pluralistic Rational Landscape:Rational Examination and Value Reflection on the Development of United States University Teachers

作　　者：陶焱 苏巍 TAO Yan;SU Wei(Xinxiang University,Xinxiang,Henan 453003,China)

机构地区：[1]新乡学院,河南新乡453003

出　　处：《现代教育科学》2025年第2期85-94,101,共11页Modern Education Science

摘　　要：在西方理性主义的传统脉络中,高等教育机构承担着知识孕育、批判致思与理性探讨的重要使命。大学教师作为理性主义的继承者、发扬者与传播者,始终面临着多元理性景观的挑战。在美国,大学教师在坚持古典理性主义的同时,既要应对技术理性所带来的规范与挑战,又要在后现代语境下的非理性思潮中砥砺前行。然而,过度依赖某一特定类型的理性样态势必会忽视甚至抵制其他理性维度,最终对大学教师发展与价值维护产生不利影响。基于此,本文从教学发展、专业发展、组织发展以及个人发展4个维度,对美国大学教师发展进行理性审视与价值省思。In the tradition of Western rationalism,institutions of higher education have assumed the important mission of nurturing knowledge,critical thinking and rational inquiry.As the inheritors,promoters,and disseminators of rationalism,university faculty members have always faced the challenges of a pluralistic rational landscape.In the United States,while adhering to classical rationalism,university teachers have to cope with the norms and challenges posed by technological rationality,as well as to move forward amidst the irrationality of the postmodern context.However,over-reliance on a particular type of rationality sample will inevitably neglect or even resist other rationality dimensions,which will ultimately have a negative impact on the development and value maintenance of university teachers.Based on this,this paper examines the rationality and value of teacher development in American universities from four dimensions:teaching development,professional development,organizational development,and personal development.

关 键 词：美国大学 教师发展 教学发展 专业发展 组织发展 

分 类 号：G451[文化科学—教育学]