教师发展视角下中英两所高校教师职称评审文本比较研究

发布时间：2018-03-01 21:23

本文关键词： 高校教师发展职称评审文本中国南昌大学英国伯明翰大学　出处：《南昌大学》2017年硕士论文　论文类型：学位论文

【摘要】：近年来,我国高校教师职称评审制度在实施过程中出现各种问题,一定程度上阻碍了教师发展,对我国构建优秀师资队伍,形成合理教师结构,建设“双一流”大学造成了一定影响。本文从教师视角出发,通过比较中英两高校职称评审文本,发现我国职称评审的问题所在,并借鉴英国高校经验改善我国高校教师职称评审。同时,期望使教师发展理念融入我国对高校人事制度的创新中,营造良好的教师发展大环境。首先,本研究通过对中英高校职称评审制度相关研究,尤其是文本研究进行了归纳与分析,确定了研究的思路和方法;其次,建构本研究的理论基础,主要探讨了职称评审与教师发展两对概念及其相互影响,制定出教师发展视角下高校职称评审文本的设计原则;再次,提取中英各一所高校的职称评审文本进行具体分析比较,第四章中主要对两校教师的职称发展路径和评审程序两部分内容进行比较寻求差异,第五章分析两校文本中正副高级职称评审条件及其跨度和难度,总结两者的异同点;最后,从以下三个方面提出我国教师发展视角下高校教师职称评审的具体改善建议:提升主体性与科学性,引导教师向正确方向发展;增强灵活性与个性化,提高教师自主发展积极性;保障公平化与制度化,创建教师发展制度大环境。
[Abstract]:In recent years, a variety of problems have appeared in the process of implementing the evaluation system of teachers' titles in colleges and universities in China, which to some extent have hindered the development of teachers. The construction of "double first-class" universities has made a certain impact. This paper, from the perspective of teachers, finds out the problems in the evaluation of professional titles in China by comparing the evaluation texts of professional titles between Chinese and British universities. At the same time, the author hopes to integrate the idea of teacher development into the innovation of personnel system in colleges and universities in our country, and create a good environment for the development of teachers. This study summarizes and analyzes the relevant research on the professional title evaluation system of Chinese and British universities, especially the text study, and determines the ideas and methods of the research. Secondly, it constructs the theoretical basis of this study. This paper mainly discusses two pairs of concepts of professional title review and teacher development and their mutual influence, and formulates the design principles of the academic title review text from the perspective of teacher development. Thirdly, it extracts the professional title review text of each Chinese and English university for specific analysis and comparison. Chapter 4th mainly compares the two schools' teachers' professional title development path and the evaluation procedure two parts to seek for the difference, 5th chapter analyzes the two schools text in the text appraisal condition, the span and the difficulty, summarizes the similarities and differences between the two schools; finally, From the following three aspects, this paper puts forward some specific suggestions for improving the evaluation of university teachers' professional titles from the following three aspects: to promote subjectivity and science, to guide teachers to develop in the right direction, to enhance flexibility and individualization, and to improve the quality of teachers' professional titles. To improve the enthusiasm of teachers' independent development, to ensure fairness and institutionalization, and to create a great environment for teachers' development system.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.1

【参考文献】