高职院校教师职业发展的逻辑起点与推进策略

发布时间：2019-03-02 17:16

【摘要】：我国高职院校教师在教学经验、实践经历以及对高职教育的认识和理解上存在着较大差异,而以行政指令和专家指导为主的外部评价使教师模糊了自身角色定位与道德担当,造成教师职业发展中的纠结和困惑。高职院校教师发展的逻辑起点是明确符合高职教育特征的教师角色定位,以此促使教师在职业发展中树立职业自信以增强职业教育使命感,培养育人自觉以引领青年学生成长,形成道德自律以提升自身师德修养。在此基础上,为推进高职院校教师职业发展从理论向实践转变,要以教师角色定位、道德担当与职业实践为基础,科学设计高职院校教师职业发展理念并形成多层次立体化教师职业发展支持与保障机制。
[Abstract]:There are great differences in teaching experience, practical experience and cognition and understanding of higher vocational education among teachers in higher vocational colleges in our country. The external evaluation, which is dominated by administrative instructions and expert guidance, makes teachers' own role orientation and moral responsibility blurred, and the teachers' own role orientation and moral responsibility are blurred by the external evaluation of administrative instruction and expert guidance. Causes the teacher profession development in the entanglement and the confusion. The logical starting point of teachers' development in higher vocational colleges is to clearly define teachers' roles in accordance with the characteristics of higher vocational education, so as to promote teachers to establish professional self-confidence in order to enhance the sense of mission of vocational education and cultivate self-awareness of educating people in order to guide the growth of young students. Form moral self-discipline to promote self-cultivation of teachers' morality. On this basis, in order to promote the professional development of teachers in higher vocational colleges from theory to practice, the role of teachers, moral responsibility and professional practice should be based on the orientation of teachers' role, moral responsibility and professional practice. Scientific design of the concept of professional development of teachers in higher vocational colleges and formation of multi-level three-dimensional support and guarantee mechanism for professional development of teachers.
【作者单位】：浙江金融职业学院;
【基金】：2014年度教育部人文社会科学研究专项任务项目“高职院校学生专业实践能力培养中的思想政治教育路径研究”(14JDSZ20416) 2013年度浙江省高等教育教学改革项目“课程社团化:基于社团活动的课程改革探索与实践”(JG2013307)
【分类号】：G715.1

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