【摘要】：二十世紀(jì)九十年代,美國(guó)卡內(nèi)基教學(xué)促進(jìn)會(huì)(The Carnegie Foundation for the nt of Teaching)前主席厄內(nèi)斯特·博耶(Ernest L.Boyer)提出“教學(xué)學(xué)術(shù)”(the Advancement of Teaching)前主席厄內(nèi)斯特·博耶(Ernest L.Boyer)提出“教學(xué)學(xué)術(shù)”(the scholarship of teaching)思想。教學(xué)學(xué)術(shù)將教學(xué)納入學(xué)術(shù)的范疇之中,使教學(xué)成為一種學(xué)術(shù)活動(dòng),進(jìn)而平衡教學(xué)與科研的關(guān)系,促進(jìn)高校教師的自我成長(zhǎng)。但我國(guó)大學(xué)教學(xué)學(xué)術(shù)實(shí)踐正面臨著諸多障礙,如制度性障礙、觀念性障礙等,其中觀念性障礙是根本。因此,對(duì)高校青年教師教學(xué)學(xué)術(shù)發(fā)展觀念性障礙研究十分必要。本文共分四大部分。第一章為緒論,開(kāi)篇闡述選題背景與緣由,并對(duì)國(guó)內(nèi)外關(guān)于教學(xué)學(xué)術(shù)內(nèi)涵、高校教師教學(xué)學(xué)術(shù)發(fā)展障礙以及高校教師教學(xué)學(xué)術(shù)提高途徑與策略三方面進(jìn)行梳理綜述。在此基礎(chǔ)上,明確研究對(duì)象以及相關(guān)概念的界定,確立研究思路及研究方法。第二章主要論述青年教師發(fā)展教學(xué)學(xué)術(shù)的思想基礎(chǔ)。本章首先闡述了教學(xué)學(xué)術(shù)存在、發(fā)展的邏輯基礎(chǔ),為青年教師發(fā)展教學(xué)學(xué)術(shù)提供思想支撐。其次,以目前國(guó)內(nèi)高校青年教師區(qū)別于其他階段教師的三大特點(diǎn)(人口比例大、創(chuàng)造潛質(zhì)高、發(fā)展空間廣)為據(jù),分析論述青年教師發(fā)展教學(xué)學(xué)術(shù)的必要性。第三章則是闡述分析目前國(guó)內(nèi)高校青年教師教學(xué)學(xué)術(shù)發(fā)展的觀念性障礙與原因。在利用文獻(xiàn)研究法和訪談法的基礎(chǔ)上對(duì)現(xiàn)階段高校青年教師教學(xué)學(xué)術(shù)發(fā)展的觀念性障礙進(jìn)行歸納總結(jié),其中科研即學(xué)術(shù)的大學(xué)學(xué)術(shù)觀、教學(xué)非學(xué)術(shù)的大學(xué)教學(xué)觀、教師即個(gè)人的大學(xué)教師觀為主要的觀念性障礙表現(xiàn)。而觀念障礙形成的原因主要有:一、大學(xué)傳統(tǒng)觀念的根深蒂固;二、儒家文化的熏染;三、相關(guān)概念認(rèn)識(shí)的欠缺;四、校園文化環(huán)境的缺失;五、高校組織建設(shè)的薄弱等。第四章針對(duì)目前國(guó)內(nèi)高校青年教師教學(xué)學(xué)術(shù)發(fā)展過(guò)程中出現(xiàn)的觀念性障礙及原因,提出優(yōu)化路徑。首先,打破單一固化的思維,樹(shù)立多元觀念;其次,營(yíng)造良好環(huán)境,提供滋養(yǎng)青年教師學(xué)術(shù)發(fā)展的土壤;再者,加強(qiáng)高校內(nèi)組織功能,通過(guò)外在機(jī)制保障青年教師教學(xué)學(xué)術(shù)的發(fā)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.
【學(xué)位授予單位】：淮北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G645.1

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 王玉衡;;美國(guó)大學(xué)教學(xué)學(xué)術(shù)運(yùn)動(dòng)[J];清華大學(xué)教育研究;2006年02期

2 劉桂蓮;;教學(xué)學(xué)術(shù):高校教師專(zhuān)業(yè)化的重要視角[J];教育研究與實(shí)驗(yàn);2009年04期

3 呂林海;;大學(xué)教學(xué)學(xué)術(shù)的機(jī)制及其教師發(fā)展意蘊(yùn)[J];高等教育研究;2009年08期

4 馮軍;;論大學(xué)教學(xué)學(xué)術(shù)的培育[J];教育發(fā)展研究;2010年07期

5 賀玲;熊華軍;;國(guó)內(nèi)大學(xué)教學(xué)學(xué)術(shù)研究綜述[J];高等理科教育;2010年02期

6 鄭瓊鴿;;教學(xué)學(xué)術(shù):高校教師專(zhuān)業(yè)發(fā)展的新維度[J];寧波大學(xué)學(xué)報(bào)(教育科學(xué)版);2011年02期

7 周鮮華;黃勇;馬秀坤;;基于“九成份”模型的教學(xué)學(xué)術(shù)評(píng)價(jià)體系研究[J];沈陽(yáng)建筑大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2011年03期

8 潘素華;張宏喜;;教學(xué)學(xué)術(shù):應(yīng)用型本科高校教師專(zhuān)業(yè)發(fā)展的新視角[J];安徽科技學(xué)院學(xué)報(bào);2012年06期

9 宋燕;;基于雙重身份的“教學(xué)學(xué)術(shù)”內(nèi)涵解讀[J];江蘇高教;2013年02期

10 廖元錫;許燁;;教學(xué)學(xué)術(shù)的研究現(xiàn)狀及發(fā)展對(duì)策[J];海南師范大學(xué)學(xué)報(bào)(自然科學(xué)版);2013年02期

相關(guān)重要報(bào)紙文章 前3條

1 華東師范大學(xué)高等教育研究所博士;“教學(xué)學(xué)術(shù)”助教學(xué)重回崇高[N];光明日?qǐng)?bào);2013年

2 華東師范大學(xué)高等教育研究所 陳大興;教學(xué)學(xué)術(shù)是大學(xué)教師專(zhuān)業(yè)發(fā)展的核心[N];中國(guó)社會(huì)科學(xué)報(bào);2013年

3 王巧珍;全國(guó)高職高專(zhuān)英語(yǔ)教學(xué)學(xué)術(shù)研討會(huì)召開(kāi)[N];中國(guó)圖書(shū)商報(bào);2001年

相關(guān)碩士學(xué)位論文 前10條

1 呂劍梅;高校青年教師教學(xué)學(xué)術(shù)發(fā)展現(xiàn)狀及對(duì)策分析[D];華中農(nóng)業(yè)大學(xué);2015年

2 仇海娟;高校青年教師教學(xué)學(xué)術(shù)現(xiàn)狀與對(duì)策研究[D];安徽農(nóng)業(yè)大學(xué);2014年

3 葉青;大學(xué)教師教學(xué)學(xué)術(shù)發(fā)展的困境及其成因[D];華東師范大學(xué);2016年

4 陳璐瑤;中小學(xué)公開(kāi)課效能提升研究[D];西南大學(xué);2016年

5 陳紅;高校青年教師教學(xué)學(xué)術(shù)能力現(xiàn)狀及發(fā)展策略研究[D];江南大學(xué);2016年

6 龐晶瑩;小學(xué)教師教學(xué)學(xué)術(shù)勝任力研究[D];青海師范大學(xué);2016年

7 王杰;中學(xué)數(shù)學(xué)教師教學(xué)學(xué)術(shù)狀況的調(diào)查研究[D];南京師范大學(xué);2016年

8 張娟;美國(guó)大學(xué)教學(xué)學(xué)術(shù)發(fā)展進(jìn)程研究[D];四川外國(guó)語(yǔ)大學(xué);2016年

9 梁丹;高職院校教師教學(xué)學(xué)術(shù)現(xiàn)狀及其提升策略研究[D];廣東技術(shù)師范學(xué)院;2016年

10 許靜;美國(guó)大學(xué)教學(xué)學(xué)術(shù)實(shí)踐的研究[D];河北大學(xué);2017年

，

本文編號(hào)：2494905