發(fā)布時間：2018-06-18 05:44

  本文選題：學(xué)術(shù)活力 + 大學(xué)教師　； 參考：《華東師范大學(xué)》2017年博士論文

【摘要】：學(xué)術(shù)活力是大學(xué)教師工作狀態(tài)體現(xiàn)的核心特征,也是高校核心競爭力的內(nèi)在保障,同時它還關(guān)系到國家教育事業(yè)發(fā)展的長遠(yuǎn)利益。對大學(xué)教師個體而言,職業(yè)進(jìn)程中的晉升、資助、獎勵、認(rèn)可等無一不與之緊密相關(guān),學(xué)術(shù)職業(yè)的核心就是如何保持持續(xù)的學(xué)術(shù)活力;對高校而言,如何激發(fā)教師學(xué)術(shù)活力也是落實(shí)人才培養(yǎng)、科學(xué)研究和社會服務(wù)職能的關(guān)鍵,事關(guān)學(xué)校的核心競爭力和聲譽(yù),因此加強(qiáng)師資隊(duì)伍建設(shè),提高教師隊(duì)伍素質(zhì),優(yōu)化教師資源配置一直是高校人力資源管理的重中之重;而目前我國進(jìn)入創(chuàng)新驅(qū)動發(fā)展的重要?dú)v史階段,如何圍繞國家經(jīng)濟(jì)和社會發(fā)展開展科學(xué)研究,培養(yǎng)高水平的創(chuàng)新與創(chuàng)業(yè)人才也有賴于一支充滿活力的高素質(zhì)專業(yè)化教師隊(duì)伍�？v觀近年國家、地方政府以及各大高校發(fā)展規(guī)劃綱要的內(nèi)容,不難發(fā)現(xiàn)它們都將激發(fā)教師學(xué)術(shù)活力當(dāng)作今后一段時間工作的重點(diǎn)內(nèi)容和遠(yuǎn)景目標(biāo)。因此,究竟如何認(rèn)識、理解并采取有效措施激發(fā)教師學(xué)術(shù)活力成為當(dāng)下亟待解決的現(xiàn)實(shí)問題。本文借助于生命歷程這樣一個多學(xué)科的理論視角,將學(xué)術(shù)人的成長過程視為個體生命、組織結(jié)構(gòu)和歷史環(huán)境共同型構(gòu)的過程,采用量化研究和質(zhì)性分析相結(jié)合的混合研究方法,考察了在此過程中大學(xué)教師學(xué)術(shù)活力的表現(xiàn)特征、變化趨勢和影響機(jī)制問題。具體議題包括大學(xué)教師學(xué)術(shù)活力的變化態(tài)勢及其特征為何,個體層面哪些因素影響了教師學(xué)術(shù)活力的發(fā)揮和工作的感受,高校內(nèi)部的組織制度環(huán)境在何時何種程度上激勵或制約了教師的學(xué)術(shù)活力,以及外部社會環(huán)境與不同同期群教師之間的互動對學(xué)術(shù)活力的影響等。論文的基本內(nèi)容與觀點(diǎn)如下:首先,基于對我國研究生院高校教師大規(guī)模的實(shí)證調(diào)查數(shù)據(jù)發(fā)現(xiàn),隨著年齡的展開,大學(xué)教師的學(xué)術(shù)活力總體上呈現(xiàn)一種增長的形態(tài),但這種增長并不是簡單的線性遞增,而是一種震蕩式上升,其間會出現(xiàn)多個活力的波峰。年齡并不是影響學(xué)術(shù)活力的最重要因素,甚至不是顯著的影響因素,兩者之間并不存在簡單的線性關(guān)系。學(xué)術(shù)活力的變化表現(xiàn)出波動性、累積性和分化性的特征,而在控制其他變量的情況下,個體身份特征、組織制度都是顯著的影響因素,從而折射出學(xué)術(shù)人成長背后有復(fù)雜的個體性、結(jié)構(gòu)性和歷史性因素。其次,從個體層面來說,學(xué)術(shù)人的職業(yè)成長過程也是個體生命歷練和感悟的過程。質(zhì)性資料分析研究發(fā)現(xiàn),大學(xué)教師對學(xué)術(shù)工作的認(rèn)知、興趣、動力、目標(biāo)、感受在不同職業(yè)階段的存在差異,而正是這些因素的不斷角力和有限差異的持續(xù)累積導(dǎo)致教師學(xué)術(shù)活力呈現(xiàn)起伏不定的狀態(tài)以及職業(yè)生涯的成就分化。再次,從組織的角度來看,以職稱晉升制度為典型代表的組織制度對教師活力不是單純的激勵或抑制作用,而是存在著雙向作用。具體表現(xiàn)在教師科研產(chǎn)出上升或下降的時間點(diǎn)同晉升制度的年限規(guī)定之間也存在一定的耦合性:一方面,在晉升副教授之前,隨著時間逼近晉升時限,教師科研產(chǎn)出呈增長趨勢,這說明職稱晉升制度對教師具有正向激勵作用;但另一方面,晉升之后的一段時期內(nèi),教師產(chǎn)出又會出現(xiàn)下降,而且這種抑制作用會在教師錯過下一個"正常"晉升時間點(diǎn)后,隨著時間的拉長而愈加明顯。另外,通過比較1980,1990和2000年代三個不同入職同期群的職業(yè)路徑,我們發(fā)現(xiàn)宏大的歷史變遷和社會發(fā)展進(jìn)程影響了他們早期教育經(jīng)歷、職業(yè)選擇、研究訓(xùn)練、科研資源和條件等,從而導(dǎo)致不同出生群高校教師迥異的學(xué)術(shù)活力特征和成長軌跡,這進(jìn)一步說明大學(xué)教師的學(xué)術(shù)職業(yè)發(fā)展還具有歷史情境性。最后,基于以上研究發(fā)現(xiàn),文章提出由于大學(xué)教師在不同的職業(yè)階段學(xué)術(shù)活力的內(nèi)涵和呈現(xiàn)方式的差異性,當(dāng)下教師的分類管理應(yīng)該注意到他們在不同階段的發(fā)展特征和訴求,針對他們的興趣、能力等特點(diǎn)制定多層次多類型的教師發(fā)展計(jì)劃,建立良性的學(xué)術(shù)激勵和引導(dǎo)機(jī)制,提供具有個性化的支持。同時,文章還指出涉及學(xué)術(shù)人成長過程中的晉升、考核、退休、資助等相關(guān)政策時,應(yīng)采用更加柔性的年齡規(guī)定,以保障教師自由探索的時間和空間。
[Abstract]:Academic vitality is the core feature of University Teachers' working state and the inner guarantee of the core competitiveness of universities. At the same time, it is also related to the long-term interests of the development of national education. How to keep the continuous academic vitality; for colleges and universities, how to stimulate the academic vitality of teachers is also the key to the implementation of personnel training, scientific research and social service functions. It is related to the core competitiveness and reputation of the school. Therefore, the construction of the faculty, the quality of the teachers and the allocation of teachers' resources have always been the management of human resources in Colleges and universities. In the important historical stage of the development of innovation driven development in China, how to carry out scientific research on national economy and social development and cultivate high level of innovative and entrepreneurial talents depends on a contingent of energetic and high-quality professional teachers. The content of the outline will not be difficult to find that both of them will stimulate the academic vitality of teachers as the key content and vision of the work for a period of time. Therefore, how to understand, understand and take effective measures to stimulate the academic vitality of teachers has become a realistic problem to be solved at the moment. This paper is based on the multidisciplinary theory of life course. The development process of the academic person is regarded as the process of the individual life, the organization structure and the historical environment, and the combination of quantitative research and qualitative analysis is used to investigate the performance characteristics, the change trend and the influence mechanism of the University Teachers' academic vitality in this process. The specific topics include the University Teachers' study. What are the changes in the vitality of the operation and its characteristics, which factors affect the teacher's academic vitality and the feeling of work, when the organizational system environment inside the University motivates or restricts the academic vitality of the teachers, and the interaction between the external social environment and the teachers of the same period groups to the academic vitality. The basic contents and views of the thesis are as follows: first, based on the large scale empirical investigation data of College Teachers in Graduate School of our country, it is found that the academic vitality of university teachers generally presents a growing form with the development of age, but this growth is not a simple linear increase, but a kind of shock rise. Age is not the most important factor that affects academic vitality, not even a significant factor. There is no simple linear relationship between the two. The changes in academic vitality show volatility, accumulation and differentiation, while in the control of other variables, individual identity, organization Degree is a significant influence factor, which reflects the complex individualized, structural and historical factors behind the growth of academic people. Secondly, from the individual level, the process of professional growth is also the process of individual life experience and perception. Force, goal, and experience in different career stages, and the continuous accumulation of these factors and the continuous accumulation of limited differences lead to the state of academic vitality and the differentiation of career achievements. Thirdly, from the perspective of organization, the organization system with the promotion system as the representative is the teacher. Vitality is not a simple incentive or inhibition, but a two-way function. There is also a certain coupling between the time points of the rising or falling of the teacher's scientific research output and the period of the promotion system. On the one hand, before the promotion of the Deputy Professor, the teacher's scientific research output shows a growing trend with the time of pushing up the time limit for promotion. It shows that the professional title promotion system has a positive incentive effect on teachers, but on the other hand, the teacher output will decline in a period of promotion, and this inhibition will be more obvious after the teacher missed the next "normal" point of promotion, and more obvious with the lengthening of time. In addition, by comparing the three of 19801990 and 2000s. The career path of the same period group, we find that the great historical changes and social development process affect their early education experience, career choice, research training, scientific research resources and conditions, which lead to different academic vitality characteristics and growth trajectory of different college teachers, which further explain the academic study of university teachers. The career development is also of historical situation. Finally, based on the above research, it is found that the teacher's classification management should pay attention to their characteristics and demands at different stages, in view of their interests and abilities, because of the differences in the connotation and presentation of the academic vitality of the university teachers at different stages of the career. At the same time, the article also points out that a more flexible age regulation should be adopted to ensure the time and time for the free exploration of teachers when the policies of promotion, assessment, retirement and funding are involved in the growth of academic people. Space.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G645.1

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