本文選題：地方高校 + 青年教師��； 參考：《長江大學(xué)》2013年碩士論文

【摘要】：自從中國1999年擴(kuò)招以來,教師資源短缺成為各高校面臨的重要問題。為了緩解這一狀況,許多高校不斷引進(jìn)教師。近十幾年來,教師隊(duì)伍在不斷壯大,尤其是青年教師數(shù)量在不斷增加。地方高校作為我國高校重要組成部分,青年教師的數(shù)量已經(jīng)超過專任教師總數(shù)量的一半。青年教師已經(jīng)成為地方高校師資隊(duì)伍的重要力量,將承擔(dān)著高校教學(xué)、科研和管理的重任,成為地方高校教師隊(duì)伍的中堅(jiān)力量。地方高校未來的發(fā)展,很大程度上依賴于這批青年教師。因此,如何促進(jìn)青年教師的專業(yè)發(fā)展,不斷提高青年教師隊(duì)伍質(zhì)量與水平,已經(jīng)成為地方高校面臨的一個(gè)重要問題。 高校教師的專業(yè)發(fā)展是指高校教師在其職業(yè)生涯過程中,通過各種的途徑,不斷提高自身專業(yè)知識、能力和素質(zhì)的專業(yè)成長過程,這也是高校教師專業(yè)自我的形成過程。高校教師的專業(yè)自我并不會自發(fā)形成,它需要有計(jì)劃有組織的培育。遵循教師專業(yè)發(fā)展的階段性規(guī)律,依據(jù)學(xué)校學(xué)科專業(yè)發(fā)展需求和現(xiàn)有青年教師的專業(yè)化發(fā)展的實(shí)際,科學(xué)制定切實(shí)可行的青年教師專業(yè)發(fā)展的規(guī)劃,對青年教師的發(fā)展顯得尤其重要。然而,在現(xiàn)實(shí)教師管理實(shí)踐中,無論是青年教師還是人事管理部門,對青年教師發(fā)展問題還不夠重視。表現(xiàn)在：一是青年教師發(fā)展缺乏長期規(guī)劃。青年教師比較關(guān)注是教學(xué)工作量、發(fā)表論文、學(xué)歷提高和職稱晉升,對自己專業(yè)如何發(fā)展缺乏考慮和規(guī)劃；二是學(xué)校人事管理部門對青年教師的專業(yè)發(fā)展缺乏指導(dǎo)。學(xué)校管理部門和院系領(lǐng)導(dǎo)關(guān)注人才引進(jìn),學(xué)歷比例提升,教學(xué)和科研任務(wù)的完成,很少根據(jù)學(xué)校發(fā)展和學(xué)科專業(yè)發(fā)展需求和青年教師的個(gè)性特長與潛在優(yōu)勢進(jìn)行專業(yè)方向定位和發(fā)展學(xué)習(xí)指導(dǎo)。 在當(dāng)今高校競爭尤其是人才競爭日益激烈的情況下,如何穩(wěn)定和加快發(fā)展青年教師隊(duì)伍,對地方高校生存與發(fā)展尤其重要。大學(xué)青年教師處于人生職業(yè)發(fā)展的重要階段,科學(xué)合理的制定專業(yè)發(fā)展規(guī)劃,不僅有助于規(guī)劃自己發(fā)展未來,明確自己事業(yè)發(fā)展目標(biāo),準(zhǔn)確把握自己專業(yè)發(fā)展方向,而且使自己遠(yuǎn)大理想更具有操作性。 本研究以地方高校青年教師為研究對象,依據(jù)教師職業(yè)生涯的階段性理論,從當(dāng)前青年教師專業(yè)發(fā)展的實(shí)際情況出發(fā),通過查閱文獻(xiàn)、問卷調(diào)查和案例分析,搜集大量的實(shí)際數(shù)據(jù),分析了青年教師專業(yè)發(fā)展的現(xiàn)狀以及存在的問題,總結(jié)問題成因,給出了一定的建議。本研究的結(jié)論如下： 一、地方高校青年教師的專業(yè)發(fā)展是專業(yè)知識、專業(yè)能力和專業(yè)精神三者的和諧統(tǒng)一。青年教師的專業(yè)發(fā)展階段可以劃分為職前準(zhǔn)備期、入職求存期、在職勝任期和歧變再評期四個(gè)階段。 二、地方高校青年教師專業(yè)發(fā)展主要存在以下幾點(diǎn)問題：一是青年教師專業(yè)自我發(fā)展意識不強(qiáng),二是青年教師的專業(yè)發(fā)展制度不完善,三是青年教師專業(yè)發(fā)展環(huán)境不夠優(yōu)化。地方高校青年教師專業(yè)發(fā)展中存在諸多問題,其原因是多方面的,既有教師主觀方面的原因,又有基于制度和物質(zhì)層面的原因。 三、青年教師專業(yè)發(fā)展的實(shí)現(xiàn),不是一個(gè)隨意的過程,既需要制定確定的發(fā)展規(guī)劃指導(dǎo),又要有具體的發(fā)展策略。不僅需要組織的支持與幫助,而且需要青年教師自己努力。促進(jìn)地方高校青年教師專業(yè)發(fā)展的對策具體包括以下幾個(gè)方面：首先,科學(xué)合理制定專業(yè)發(fā)展總體規(guī)劃；其次,明確不同發(fā)展階段的專業(yè)發(fā)展要求；再次,建立保障青年教師專業(yè)發(fā)展的機(jī)制；最后,構(gòu)建青年教師專業(yè)發(fā)展的外部環(huán)境。 總之,在借鑒國內(nèi)外先進(jìn)經(jīng)驗(yàn)的基礎(chǔ)上,不僅青年教師自身要有較強(qiáng)的自主發(fā)展意識,地方高校也必須為青年教師提供良好的條件,搭建適宜的發(fā)展平臺,建立保障青年教師專業(yè)發(fā)展的機(jī)制才能更好的促進(jìn)青年教師的專業(yè)發(fā)展。
[Abstract]:Since the expansion of China's enrollment in 1999, the shortage of teachers has become an important issue for colleges and universities. In order to alleviate this situation, many colleges and universities continue to introduce teachers. In the past decade, the teachers' team is growing, especially the number of young teachers is increasing. The number of young teachers in local colleges and universities is the important part of our universities and the number of young teachers. The quantity has exceeded half of the total number of full-time teachers. Young teachers have become an important force in the teachers of local colleges and universities. They will bear the responsibility of college teaching, scientific research and management, and become the backbone of teachers in local colleges and universities. The future development of local colleges and universities is largely dependent on the young teachers. In recent years, the professional development of teachers has continuously improved the quality and level of young teachers, which has become an important issue faced by local colleges and universities.
The professional development of college teachers refers to the process of improving their professional knowledge, ability and quality through various ways during their career process. This is also the process of forming the professional self of college teachers. The professional self of college teachers will not be formed spontaneously, and it needs a planned and organized cultivation. According to the periodic law of teachers' professional development, according to the needs of the development of the subject and the professional development of the present young teachers, it is particularly important for the young teachers to develop a practical and feasible plan for the professional development of young teachers. The personnel management department does not pay enough attention to the development of young teachers. First, the lack of long-term planning for the development of young teachers. Young teachers are more concerned with the teaching work, published papers, academic qualifications and professional titles, and lack of consideration and regulation on how to develop their own specialties; two, the personnel management department of the school is a young teacher. The school management department and the department leaders are concerned about the introduction of talents, the promotion of educational background and the completion of the teaching and scientific research tasks. It is rarely based on the professional orientation and development guidance according to the development and discipline development needs of the school and the specialty of the young teachers and the potential advantages of the young teachers.
How to stabilize and accelerate the development of the team of young teachers is especially important for the survival and development of local colleges and universities. The university young teachers are in an important stage of the career development of the University. The scientific and rational development of professional development planning will not only help to plan their own future development, but also help to plan their own future. Make sure your career development goals, accurately grasp your professional development direction, and make your lofty ideal more operational.
This study takes the young teachers of local universities as the research object. According to the stage theory of the teachers' career, starting from the actual situation of the current professional development of the young teachers, we collect a lot of actual data through consulting the literature, questionnaire survey and case analysis, and analyses the present situation and problems of the professional development of the young teachers, and summarizes the problems. The conclusions of the study are as follows:
First, the professional development of the young teachers in local colleges and universities is a harmonious unity of professional knowledge, professional ability and professional spirit. The professional development stage of the young teachers can be divided into four stages: the pre service preparation period, the entry period, the in-service tenure and the disproportionate evaluation period.
Two, there are the following problems in the professional development of the young teachers in local colleges and Universities: first, the consciousness of the professional self-development of the young teachers is not strong, the two is that the professional development system of the young teachers is not perfect, and the three is that the young teachers' professional development environment is not optimized. There are many problems in the development of the young teachers' professional development in the local colleges and universities, and the reasons are many. There are both subjective and subjective reasons for teachers.
Three, the realization of the professional development of the young teachers is not a random process. It needs to make certain development planning guidance and specific development strategy. It not only needs the support and help of the organization, but also needs the young teachers to make their own efforts. The countermeasures to promote the professional development of the young teachers in local colleges and universities include the following aspects: First of all, scientific and rational development of the overall planning of professional development; secondly, to clarify the requirements of professional development at different stages of development; thirdly, to establish the mechanism to ensure the professional development of young teachers; finally, to build the external environment for the professional development of young teachers.
In conclusion, on the basis of the advanced experience at home and abroad, not only the young teachers themselves have to have a strong sense of self-development, but also the local colleges and universities must provide good conditions for young teachers, build a suitable development platform, and establish a mechanism to ensure the professional development of young teachers to better promote the professional development of young teachers.
【學(xué)位授予單位】：長江大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G645.1

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