本文選題：美國　切入點：大學教師專業(yè)發(fā)展　出處：《廈門大學》2013年碩士論文

【摘要】：教師是大學存在與提高競爭力的基礎,在大學人力資源中占主導地位。大學教師專業(yè)發(fā)展直接制約大學學術成果與教學的水平,間接制約大學從校外爭取社會資源的概率。研究大學教師專業(yè)發(fā)展,才能夠有效地實現(xiàn)大學的真正和諧發(fā)展,因為大學自身發(fā)展離不開兩部分主體即大學生的發(fā)展和大學教師的發(fā)展,只有將大學與兩部分主體有機地和諧統(tǒng)一,方能夠使大學得到健康可持續(xù)的發(fā)展。鑒于美國大學教師專業(yè)發(fā)展的研究歷史悠久、成效明顯、成功經(jīng)驗豐富；為應對全球高等教育的新挑戰(zhàn),美國大學于19世紀下半葉就著手探究并逐漸創(chuàng)立了一系列有效促進大學教師發(fā)展的成熟模式,并獲得一些成功的案例。我國高校教學中心機構的發(fā)展才剛剛起步,在某種意義上也許會影響大學教學質量的提升。 本文以辯證唯物主義和歷史唯物主義的方法論為指導,采用多學科交叉的視角,綜合地應用文獻分析、比較研究和歷史研究等方法,來探究美國大學教師專業(yè)發(fā)展。擬達到三個目的：1、將回顧美國大學教師專業(yè)發(fā)展的歷史并歸納各個階段的基本特征；2、將介紹美國當前大學教師專業(yè)發(fā)展的基本情況,擬發(fā)現(xiàn)美國大學教師專業(yè)發(fā)展的一些具體運作和成效；3、擬從美國大學教師專業(yè)發(fā)展的具體操作與成效中得到借鑒,以應用于我國大學教師專業(yè)發(fā)展。 本文分為五章：第一章緒論,主要包括研究背景、研究目的與意義、研究對象、研究方法及基本思路；第二章文獻綜述,主要包括大學與教師專業(yè)化發(fā)展的概念界定、美國大學的基本情況與美國大學教師的職稱、國內外教師專業(yè)發(fā)展研究的現(xiàn)狀以及大學教師發(fā)展的概念辨析；第三章美國大學教師專業(yè)發(fā)展的歷史演進；第四章,以美國哈佛和美國密歇根兩所大學的教師發(fā)展機構為例進行個案分析,以點帶面地嘗試從中歸納出美國大學教師專業(yè)發(fā)展的特點；第五章,總結美國哈佛和密歇根兩所大學的教師發(fā)展機構的實踐經(jīng)驗,在此基礎上得到一些有益于我國大學教師專業(yè)發(fā)展的啟示。
[Abstract]:Teachers are the foundation of the university's existence and competitiveness, and play a dominant role in the university's human resources.The professional development of university teachers directly restricts the academic achievement and teaching level of university, and indirectly restricts the probability of university striving for social resources from outside school.Only by studying the professional development of university teachers can we effectively realize the real harmonious development of the university, because the development of the university itself can not be separated from the development of two parts: the development of college students and the development of university teachers.Only by harmoniously unifying the university and the two parts of the subject can the university develop healthily and sustainably.In view of the long history of research on the professional development of university teachers in the United States, its remarkable achievements and successful experience, and in order to meet the new challenges of higher education around the world,American universities began to explore and gradually create a series of mature models to promote the development of university teachers in the second half of the 19th century, and some successful cases were obtained.The development of teaching centers in colleges and universities in China is just beginning, which may affect the improvement of teaching quality in some sense.Under the guidance of the methodology of dialectical materialism and historical materialism, this paper adopts a multidisciplinary perspective, and comprehensively applies the methods of literature analysis, comparative research and historical research to explore the professional development of college teachers in the United States.To achieve three purposes: 1, we will review the history of the professional development of college teachers in the United States and sum up the basic characteristics of each stage, and will introduce the basic situation of the current professional development of university teachers in the United States.This paper intends to find out some concrete operation and effect of the professional development of American university teachers and to draw lessons from the specific operation and effect of the professional development of American university teachers in order to apply it to the professional development of university teachers in China.This paper is divided into five chapters: the first chapter is the introduction, including the research background, research purpose and significance, research object, research methods and basic ideas; the second chapter literature review, mainly including the definition of the concept of university and teacher professional development.The basic situation of American universities and the titles of American university teachers, the present situation of the research on teachers' professional development at home and abroad and the concept of university teachers' development; the third chapter, the historical evolution of American university teachers' professional development; the fourth chapter,Taking the teacher development institutions of Harvard and Michigan as examples, this paper tries to sum up the characteristics of teachers' professional development in American universities.This paper summarizes the practical experience of the teacher development institutions in Harvard and Michigan universities in the United States, and gets some enlightenments on the basis of which some useful suggestions are obtained for the professional development of university teachers in our country.
【學位授予單位】：廈門大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G645.1

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本文編號：1707031