我国高校青年教师教学学术发展观念性障碍研究

发布时间：2019-06-07 15:43

【摘要】：二十世纪九十年代,美国卡内基教学促进会(The Carnegie Foundation for the nt of Teaching)前主席厄内斯特·博耶(Ernest L.Boyer)提出“教学学术”(the Advancement of Teaching)前主席厄内斯特·博耶(Ernest L.Boyer)提出“教学学术”(the scholarship of teaching)思想。教学学术将教学纳入学术的范畴之中,使教学成为一种学术活动,进而平衡教学与科研的关系,促进高校教师的自我成长。但我国大学教学学术实践正面临着诸多障碍,如制度性障碍、观念性障碍等,其中观念性障碍是根本。因此,对高校青年教师教学学术发展观念性障碍研究十分必要。本文共分四大部分。第一章为绪论,开篇阐述选题背景与缘由,并对国内外关于教学学术内涵、高校教师教学学术发展障碍以及高校教师教学学术提高途径与策略三方面进行梳理综述。在此基础上,明确研究对象以及相关概念的界定,确立研究思路及研究方法。第二章主要论述青年教师发展教学学术的思想基础。本章首先阐述了教学学术存在、发展的逻辑基础,为青年教师发展教学学术提供思想支撑。其次,以目前国内高校青年教师区别于其他阶段教师的三大特点(人口比例大、创造潜质高、发展空间广)为据,分析论述青年教师发展教学学术的必要性。第三章则是阐述分析目前国内高校青年教师教学学术发展的观念性障碍与原因。在利用文献研究法和访谈法的基础上对现阶段高校青年教师教学学术发展的观念性障碍进行归纳总结,其中科研即学术的大学学术观、教学非学术的大学教学观、教师即个人的大学教师观为主要的观念性障碍表现。而观念障碍形成的原因主要有:一、大学传统观念的根深蒂固;二、儒家文化的熏染;三、相关概念认识的欠缺;四、校园文化环境的缺失;五、高校组织建设的薄弱等。第四章针对目前国内高校青年教师教学学术发展过程中出现的观念性障碍及原因,提出优化路径。首先,打破单一固化的思维,树立多元观念;其次,营造良好环境,提供滋养青年教师学术发展的土壤;再者,加强高校内组织功能,通过外在机制保障青年教师教学学术的发展。
[Abstract]:In the 1990s, Ernest Boyer (Ernest L.Boyer), former chairman of (The Carnegie Foundation for the nt of Teaching), Carnegie Association for the Promotion of Teaching in the United States, put forward "teaching" by Ernest L.Boyer, former chairman of (the Advancement of Teaching). Learn academic "(the scholarship of teaching) thought". Teaching and learning brings teaching into the category of academic, which makes teaching become a kind of academic activity, and then balances the relationship between teaching and scientific research, and promotes the self-growth of teachers in colleges and universities. However, the academic practice of university teaching in our country is facing many obstacles, such as institutional obstacles, conceptual obstacles and so on, among which conceptual obstacles are fundamental. Therefore, it is necessary to study the conceptual obstacles to the academic development of young teachers in colleges and universities. This paper is divided into four parts. The first chapter is the introduction, the beginning of which expounds the background and reasons of the selected topic, and summarizes the academic connotation of teaching at home and abroad, the obstacles to the development of university teachers' teaching and academic development, and the ways and strategies to improve the academic teaching of university teachers. On this basis, clear definition of research object and related concepts, establishment of research ideas and research methods. The second chapter mainly discusses the ideological basis of young teachers' development of teaching and learning. This chapter first expounds the existence of teaching academic, the logical basis of development, and provides ideological support for young teachers to develop teaching academic. Secondly, based on the three characteristics of young teachers in colleges and universities in China, which are different from those in other stages (large population proportion, high creative potential and wide development space), this paper analyzes and discusses the necessity of young teachers developing teaching and learning. The third chapter is to explain and analyze the conceptual obstacles and causes of the academic development of young teachers in colleges and universities at present. On the basis of literature research and interview, this paper sums up the conceptual obstacles to the academic development of young teachers' teaching in colleges and universities at the present stage, including scientific research is the academic view of the university, and the teaching is not the academic view of the university. Teachers, that is, the individual view of university teachers, are the main conceptual obstacles. The main reasons for the formation of conceptual obstacles are: first, the deep-rooted traditional concepts of universities; second, the influence of Confucian culture; third, the lack of understanding of related concepts; fourth, the lack of campus cultural environment; fifth, the weak organizational construction of colleges and universities. The fourth chapter puts forward the optimization path in view of the conceptual obstacles and causes in the process of academic development of young teachers in colleges and universities at present. First of all, break the single solidified thinking and establish multiple ideas. Secondly, create a good environment to provide the soil to nourish the academic development of young teachers. In addition, strengthen the internal organizational function of colleges and universities, through the external mechanism to ensure the development of young teachers' teaching and learning.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G645.1

【相似文献】