美国大学教师发展研究：历史的视角

发布时间：2018-04-09 11:21

本文选题：美国大学教师发展　切入点：专业发展　出处：《华东师范大学》2012年博士论文

【摘要】：教师是大学存在和发展的基础,是大学最重要的人力资源。教师的质量和水平直接影响着大学学术产出和所提供高等教育的质量,间接影响着大学获取各种社会资源的能力。如何保持教师的质量,促进教师的发展与成长已经成为当今世界各国大学关注的一个焦点。在促进教师发展方面,美国大学走在了世界前列。面对高等教育内外环境的变化,美国大学从19世纪下半叶开始探索并逐步形成了一系列有效促进大学教师发展的成熟模式和成功经验。大学教师发展已经成为美国大学在复杂环境中应对挑战,获取资源、赢得发展空间的关键性措施。同时,重视通过开展丰富多样的大学教师发展项目和活动来培养高水平的教师,保持高等教育质量,也成为美国大学能够闻名于世的重要原因之＋本文以辩证唯物主义和历史唯物主义的方法论为指导,综合运用文献分析、比较法、典型案例法等研究方法,在充分占有史料的基础上,仔细考察了美国大学教师发展的演变历程,深入探索了美国大学教师发展的动力机制、主要特征和历史逻辑。全文由绪论、主体和结语三部分组成。绪论部分从选题缘由和研究意义入手,进而对美国大学教师发展的文献和相关概念进行了综述和界定,在此基础上阐述了本文的研究思路、方法和创新之处。主体部分分为四章。每一章探索了美国大学教师发展的一个历史时期：“学者时代”(19世纪下半叶至20世纪60年代中期)、“教学者时代”(20世纪60年代中期至20世纪80年代)、“发展者时代”(20世纪80年代)和“全纳时代”(20世纪90年代至今)。每一章都在充分考察影响大学教师发展的高等教育背景因素之后,重点阐述了大学教师发展在观念和实践上的变化,进而探析了美国大学教师发展的阶段特征。具体而言,每一章论述的重点又有所不同。第一章在对美国大学教师学术职业化早期历程和学术休假起源考察的基础上,确定了美国大学教师发展的起源,进而探析了美国大学教师发展实践的早期形态,分析了“学者时代”美国大学发展的专业发展取向。第二章探索了美国高等教育危机时代大学教师发展兴起的原因、动力和过程,重点探索了大学教师发展观念的形成过程和大学教师发展实践的组织化历程,分析了“教学者时代”美国大学教师发展的教学发展取向。第三章重点探析了“发展者时代”教育质量问责和市场化压力之下美国大学教师发展从单一目标(专业发展或教学发展)向满足大学教师职业发展需要的多维目标(专业发展、教学发展和个人发展)的专业化转变。第四章重点探析了“全纳时代”美国大学教师发展面对来自高等教育内外的多元挑战,不断扩张与结盟,开拓新领域,达到全面发展和繁荣的过程。结语部分概括了美国大学教师发展百余年历程中的几项重要结论、主要经验与启示。
[Abstract]:Teachers are the foundation of the existence and development of universities and the most important human resources of universities.The quality and level of teachers directly affect the academic output and the quality of higher education provided by universities, and indirectly affect the ability of universities to obtain various social resources.How to maintain the quality of teachers and promote the development and growth of teachers has become a focus of attention of universities all over the world.In promoting teacher development, American universities are at the forefront of the world.In the face of the changes of the environment inside and outside higher education, American universities began to explore and gradually form a series of mature models and successful experiences to promote the development of university teachers from the second half of the 19th century.The development of university teachers has become a key measure for American universities to meet the challenges, acquire resources and gain development space in complex environments.At the same time, it is an important reason for American universities to become famous for their efforts to cultivate high quality teachers and maintain the quality of higher education through the development of rich and diverse programs and activities for college teachers.Under the guidance of the methodology of dialectical materialism and historical materialism, this paper makes comprehensive use of research methods such as literature analysis, comparative law, typical case law, and so on, on the basis of the full possession of historical data.This paper makes a careful study of the evolution course of American university teachers' development, and probes into the motive mechanism, main characteristics and historical logic of American university teachers' development.The full text consists of three parts: introduction, subject and conclusion.The introduction begins with the reason and significance of the research, and then summarizes and defines the literature and related concepts of the development of American university teachers. On this basis, it expounds the research ideas, methods and innovations of this paper.The main part is divided into four chapters.Each chapter explores a historical period for the development of American university teachers: "the Age of Scholars" from the second half of the 19th century to the mid-1960s, "the era of the Teacherist" from the mid-1960s to the mid-1980s, "Development"In the 1980's and the inclusive era, the 1990 s and the present.After fully investigating the background factors of higher education which affect the development of college teachers, each chapter focuses on the changes in the concept and practice of the development of university teachers, and then probes into the characteristics of the stages of the development of college teachers in the United States.Specifically, the emphasis of each chapter is different.The first chapter, based on the investigation of the early course of academic professionalization and the origin of academic leave, determines the origin of American university teacher development, and then probes into the early form of American university teacher development practice.This paper analyzes the professional development orientation of American universities in the time of Scholars.The second chapter explores the reason, motive force and process of the development of university teachers in the crisis era of higher education in the United States, focusing on the formation process of the concept of college teachers' development and the organizational process of the practice of university teachers' development.This paper analyzes the orientation of teaching development of American university teachers in the era of teachers.The third chapter focuses on the multi-dimensional goal (professional development) from single goal (professional development or teaching development) to meet the needs of college teachers' professional development (professional development) under the pressure of accountability and marketization of educational quality in the "era of development".The professional transformation of teaching and personal development.The fourth chapter focuses on the development of American university teachers in the "inclusive era", facing the multiple challenges from within and outside of higher education, expanding and associating constantly, opening up new fields, and reaching the process of all-round development and prosperity.The conclusion part summarizes several important conclusions, main experiences and revelations in the course of American university teachers' development for more than one hundred years.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G645.1

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