【摘要】：大學(xué)教師對于高等教育質(zhì)量有著直接影響,教師發(fā)展的途徑有很多,但通過設(shè)立專門的教師發(fā)展機(jī)構(gòu),采用一種規(guī)范的、健全的長效運(yùn)行機(jī)制持續(xù)地加強(qiáng)和推動教師專業(yè)發(fā)展,已然是世界各國高等教育發(fā)展的共同選擇。我國教師發(fā)展中心起步較晚,目前還處于建設(shè)初期,對于其功能的認(rèn)識還不夠充分,致使中心功能得不到有效發(fā)揮。本文通過對美國、英國、中國教師發(fā)展中心的分析,歸納出當(dāng)代教師發(fā)展中心所應(yīng)具備的主要功能,通過與英美發(fā)達(dá)國家教師發(fā)展中心的比較,找出我國教師發(fā)展中心在功能有效發(fā)揮過程中存在的問題,尋找相應(yīng)的解決之法,使其功能得以充分發(fā)揮,這對于促進(jìn)我國教師發(fā)展,提升高校人才培養(yǎng)質(zhì)量有著重要意義。本文以教師發(fā)展中心的功能為切入點(diǎn)展開分析,基于結(jié)構(gòu)功能理論和成人學(xué)習(xí)理論,搜索梳理大量國內(nèi)外文獻(xiàn),實(shí)地調(diào)研我國5所國家教師發(fā)展示范中心,運(yùn)用文獻(xiàn)研究法、案例研究法和比較研究法,通過對美國、英國和我國教師發(fā)展中心的案例進(jìn)行研究,圍繞三個國家教師發(fā)展中心的發(fā)展歷程、功能、隸屬關(guān)系及崗位設(shè)置、權(quán)責(zé)分工、開展的項(xiàng)目活動等方面進(jìn)行深入分析。歸納出當(dāng)代高校教師發(fā)展中心的主要功能,通過與英美發(fā)達(dá)國家教師發(fā)展中心的比較,找出我國同英美發(fā)達(dá)國家教師發(fā)展中心之間的差異,深入剖析我國在教師發(fā)展中心功能有效發(fā)揮過程中存在的問題,借鑒英美發(fā)展經(jīng)驗(yàn),結(jié)合我國發(fā)展特點(diǎn),將其優(yōu)勢創(chuàng)造性地運(yùn)用于我國教師發(fā)展中心,開拓出屬于我國教師發(fā)展中心功能有效發(fā)揮的路徑。通過對中、美、英三國教師發(fā)展中心功能的分析,本文在基本的教師培訓(xùn)與指導(dǎo)、交流與咨詢、教學(xué)評價與反饋等功能的基礎(chǔ)上,提出了教師發(fā)展中心還應(yīng)具備提升教學(xué)學(xué)術(shù)、提高教師專業(yè)素養(yǎng)、提高辦學(xué)水平和人才培養(yǎng)質(zhì)量的功能。研究發(fā)現(xiàn)我國教師發(fā)展中心在功能發(fā)揮過程中存在建制不完備、組織定位與實(shí)踐運(yùn)行不相符、崗位設(shè)置不科學(xué)及中心覆蓋面不廣等問題。針對這些問題探尋出了教師發(fā)展中心功能有效發(fā)揮的路徑:完善教師發(fā)展中心的建設(shè)機(jī)制;形成教師發(fā)展中心特有的組織文化;健全機(jī)構(gòu)設(shè)置;加強(qiáng)教師發(fā)展中心同外部的交流合作。以期促進(jìn)我國教師發(fā)展中心功能得以充分發(fā)揮,成為高校教育教學(xué)發(fā)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.
【學(xué)位授予單位】：西安建筑科技大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G645.1

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