高校教师发展中心的功能研究
发布时间：2018-09-13 12:50
【摘要】：大学教师对于高等教育质量有着直接影响,教师发展的途径有很多,但通过设立专门的教师发展机构,采用一种规范的、健全的长效运行机制持续地加强和推动教师专业发展,已然是世界各国高等教育发展的共同选择。我国教师发展中心起步较晚,目前还处于建设初期,对于其功能的认识还不够充分,致使中心功能得不到有效发挥。本文通过对美国、英国、中国教师发展中心的分析,归纳出当代教师发展中心所应具备的主要功能,通过与英美发达国家教师发展中心的比较,找出我国教师发展中心在功能有效发挥过程中存在的问题,寻找相应的解决之法,使其功能得以充分发挥,这对于促进我国教师发展,提升高校人才培养质量有着重要意义。本文以教师发展中心的功能为切入点展开分析,基于结构功能理论和成人学习理论,搜索梳理大量国内外文献,实地调研我国5所国家教师发展示范中心,运用文献研究法、案例研究法和比较研究法,通过对美国、英国和我国教师发展中心的案例进行研究,围绕三个国家教师发展中心的发展历程、功能、隶属关系及岗位设置、权责分工、开展的项目活动等方面进行深入分析。归纳出当代高校教师发展中心的主要功能,通过与英美发达国家教师发展中心的比较,找出我国同英美发达国家教师发展中心之间的差异,深入剖析我国在教师发展中心功能有效发挥过程中存在的问题,借鉴英美发展经验,结合我国发展特点,将其优势创造性地运用于我国教师发展中心,开拓出属于我国教师发展中心功能有效发挥的路径。通过对中、美、英三国教师发展中心功能的分析,本文在基本的教师培训与指导、交流与咨询、教学评价与反馈等功能的基础上,提出了教师发展中心还应具备提升教学学术、提高教师专业素养、提高办学水平和人才培养质量的功能。研究发现我国教师发展中心在功能发挥过程中存在建制不完备、组织定位与实践运行不相符、岗位设置不科学及中心覆盖面不广等问题。针对这些问题探寻出了教师发展中心功能有效发挥的路径:完善教师发展中心的建设机制;形成教师发展中心特有的组织文化;健全机构设置;加强教师发展中心同外部的交流合作。以期促进我国教师发展中心功能得以充分发挥,成为高校教育教学发展中不可或缺的重要部分。
[Abstract]:University teachers have a direct impact on the quality of higher education, and there are many ways for teachers to develop. However, through the establishment of specialized teacher development institutions, a standardized and sound long-term operating mechanism is adopted to continuously strengthen and promote the professional development of teachers. It is already a common choice for the development of higher education all over the world. The center of teacher development in our country starts late and is still in the initial stage of construction. The understanding of its function is not enough and the function of the center can not be effectively brought into play. By analyzing the teacher development centers in the United States, Britain and China, this paper sums up the main functions of the contemporary teacher development centers, and compares them with the teacher development centers in the developed countries of the United States and the United States. It is of great significance to find out the problems existing in the process of effective exertion of the function of the teacher development center of our country, to find the corresponding solution, and to give full play to its function, which is of great significance for promoting the development of teachers in our country and improving the quality of talent training in colleges and universities. Based on the theory of structure and function and adult learning theory, this paper analyzes the function of teacher development center, searches and combs a large number of domestic and foreign literature, investigates five national teacher development demonstration centers in China, and applies the literature research method. Case study and comparative research, through the case study of the teacher development centers in the United States, the United Kingdom and China, around the development process, function, subordinate relationship, post setting, division of powers and responsibilities of the three national teacher development centers, Conduct in-depth analysis of project activities, etc. This paper sums up the main functions of the teacher development center in contemporary colleges and universities, and finds out the differences between our country and the teacher development center in the Anglo-American developed countries through the comparison with the teacher development center in the Anglo-American developed countries. This paper deeply analyzes the problems existing in the effective exertion of the function of the teacher development center in our country, draws lessons from the development experience of the United States and the United States, combines the development characteristics of our country, and applies its advantages creatively to the teacher development center of our country. Open up the path that belongs to the function of teacher development center of our country. Based on the analysis of the functions of teacher development centers in China, the United States and the United Kingdom, this paper puts forward that the teacher development centers should also have the ability to promote teaching and learning on the basis of the basic functions of teacher training and guidance, communication and consultation, teaching evaluation and feedback, etc. Improve the professional quality of teachers, improve the level of running schools and the quality of talent training function. It is found that in the process of exerting the functions of the teacher Development Center in China, there are some problems, such as incomplete system, incongruous organization orientation and practical operation, unscientific post setting and unextensive coverage of the center, and so on. Aiming at these problems, this paper explores the effective ways to exert the function of the teacher Development Center: perfecting the construction mechanism of the teacher Development Center, forming the unique organizational culture of the teacher Development Center, perfecting the organization setting; Strengthen communication and cooperation between teacher development center and outside. The purpose is to promote the function of teacher development center in our country and become an indispensable part in the development of higher education and teaching.
【学位授予单位】：西安建筑科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.1
本文编号：2241222
[Abstract]:University teachers have a direct impact on the quality of higher education, and there are many ways for teachers to develop. However, through the establishment of specialized teacher development institutions, a standardized and sound long-term operating mechanism is adopted to continuously strengthen and promote the professional development of teachers. It is already a common choice for the development of higher education all over the world. The center of teacher development in our country starts late and is still in the initial stage of construction. The understanding of its function is not enough and the function of the center can not be effectively brought into play. By analyzing the teacher development centers in the United States, Britain and China, this paper sums up the main functions of the contemporary teacher development centers, and compares them with the teacher development centers in the developed countries of the United States and the United States. It is of great significance to find out the problems existing in the process of effective exertion of the function of the teacher development center of our country, to find the corresponding solution, and to give full play to its function, which is of great significance for promoting the development of teachers in our country and improving the quality of talent training in colleges and universities. Based on the theory of structure and function and adult learning theory, this paper analyzes the function of teacher development center, searches and combs a large number of domestic and foreign literature, investigates five national teacher development demonstration centers in China, and applies the literature research method. Case study and comparative research, through the case study of the teacher development centers in the United States, the United Kingdom and China, around the development process, function, subordinate relationship, post setting, division of powers and responsibilities of the three national teacher development centers, Conduct in-depth analysis of project activities, etc. This paper sums up the main functions of the teacher development center in contemporary colleges and universities, and finds out the differences between our country and the teacher development center in the Anglo-American developed countries through the comparison with the teacher development center in the Anglo-American developed countries. This paper deeply analyzes the problems existing in the effective exertion of the function of the teacher development center in our country, draws lessons from the development experience of the United States and the United States, combines the development characteristics of our country, and applies its advantages creatively to the teacher development center of our country. Open up the path that belongs to the function of teacher development center of our country. Based on the analysis of the functions of teacher development centers in China, the United States and the United Kingdom, this paper puts forward that the teacher development centers should also have the ability to promote teaching and learning on the basis of the basic functions of teacher training and guidance, communication and consultation, teaching evaluation and feedback, etc. Improve the professional quality of teachers, improve the level of running schools and the quality of talent training function. It is found that in the process of exerting the functions of the teacher Development Center in China, there are some problems, such as incomplete system, incongruous organization orientation and practical operation, unscientific post setting and unextensive coverage of the center, and so on. Aiming at these problems, this paper explores the effective ways to exert the function of the teacher Development Center: perfecting the construction mechanism of the teacher Development Center, forming the unique organizational culture of the teacher Development Center, perfecting the organization setting; Strengthen communication and cooperation between teacher development center and outside. The purpose is to promote the function of teacher development center in our country and become an indispensable part in the development of higher education and teaching.
【学位授予单位】：西安建筑科技大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.1
【参考文献】
相关期刊论文 前10条
1 马尚俊;黄佩;;高校教师发展中心功能有效发挥的路径探索[J];西安电子科技大学学报(社会科学版);2015年06期
2 吴立保;刘捷;;教学学术视角下的高校教师教学发展中心建设研究[J];中国高教研究;2015年11期
3 张艳萍;郭德红;;高校教师发展中心的功能与运行机制——基于美国密西根大学学习和教学研究中心的比较[J];教师教育学报;2015年04期
4 周琬謦;;我国高校教师教学发展中心建设研究综述[J];大理学院学报;2015年05期
5 夏秋;;高校教师发展中心的激励功能研究——基于中外案例的实证分析[J];北京邮电大学学报(社会科学版);2015年02期
6 唐松林;魏婷婷;;学术共同体的契约精神:本质、背离与回归[J];教育发展研究;2015年07期
7 祁艳清;;略论高职院校教师的转型发展[J];中国成人教育;2015年02期
8 文军萍;陈晓端;;试论美国大学教学中心的特点与启示[J];现代大学教育;2015年01期
9 朱继洲;;建设具有本校特色的教师教学发展中心[J];高等工程教育研究;2014年04期
10 别敦荣;李家新;;大学教师教学发展中心的性质与功能[J];复旦教育论坛;2014年04期
相关博士学位论文 前1条
1 李俐;英国高校教师发展研究[D];西南大学;2013年
相关硕士学位论文 前4条
1 李玲玲;美国斯坦福大学教学与学习中心研究[D];河北大学;2015年
2 李若冰;高校教师教学发展中心建设研究[D];广西师范大学;2014年
3 黄声豪;美国大学教师专业发展的研究[D];厦门大学;2013年
4 彭敏;中美大学教师教学发展中心建设比较研究[D];南京大学;2013年
，本文编号：2241222
本文链接：https://www.wllwen.com/jiaoyulunwen/gaodengjiaoyulunwen/2241222.html
