【摘要】：在我國(guó)，隨著高等教育大眾化進(jìn)程日益加快，高校重視學(xué)術(shù)研究而忽視教學(xué)專(zhuān)業(yè)發(fā)展，教師隊(duì)伍規(guī)模不斷地?cái)U(kuò)張，這些導(dǎo)致我國(guó)高等教育教學(xué)質(zhì)量下降，這一問(wèn)題成為了今年來(lái)的熱點(diǎn)重要課題，而提高教學(xué)質(zhì)量最根本的措施就是要促進(jìn)高校教師的教學(xué)發(fā)展。高校新入職教師作為高校教師的主力資源，他們的教學(xué)水平至關(guān)重要，促進(jìn)他們的教學(xué)發(fā)展就成為促進(jìn)高校教師教學(xué)發(fā)展的關(guān)鍵，因此研究高校新入職教師的教學(xué)專(zhuān)業(yè)發(fā)展就是十分必要的。雖然我國(guó)高校普遍都對(duì)新教師采用了高校資格證書(shū)制度和崗前培訓(xùn)制度，但是如何幫助這些新入職的教師在就職后在教學(xué)專(zhuān)業(yè)方面獲得進(jìn)一步的發(fā)展缺乏持續(xù)有力的支持。本研究通過(guò)對(duì)已有的關(guān)于教師教學(xué)專(zhuān)業(yè)發(fā)展的理論研究的梳理，，根據(jù)新入職教師所處階段的特點(diǎn)，分析新入職教師教學(xué)專(zhuān)業(yè)發(fā)展的困境、途徑、阻礙因素等，明確新入職教師的發(fā)展需求，借鑒美國(guó)高校教師教學(xué)專(zhuān)業(yè)發(fā)展的成功經(jīng)驗(yàn)，最后提出適于高校新入職教師教學(xué)專(zhuān)業(yè)發(fā)展的理想策略。 在理論研究方面，筆者首先在文獻(xiàn)綜述中梳理了相關(guān)教師教學(xué)專(zhuān)業(yè)發(fā)展方面的相關(guān)研究成果，界定了相關(guān)概念，然后探討了高校新入職教師教學(xué)專(zhuān)業(yè)發(fā)展的意義，以及我國(guó)高校新入職教師教學(xué)專(zhuān)業(yè)發(fā)展的現(xiàn)狀。在本文的第五章中，借鑒了美國(guó)高校教師教學(xué)專(zhuān)業(yè)發(fā)展的成功經(jīng)驗(yàn)，梳理了美國(guó)高校教師教學(xué)專(zhuān)業(yè)發(fā)展的特點(diǎn)，以此為最終提出適于我國(guó)新入職教師教學(xué)專(zhuān)業(yè)發(fā)展的策略作鋪墊。 在實(shí)證研究方面，主要運(yùn)用了訪談法、問(wèn)卷調(diào)查法等方法去探究新入職教師此階段的自身情況、其教學(xué)專(zhuān)業(yè)發(fā)展的實(shí)現(xiàn)途徑、阻礙新入職教師教學(xué)專(zhuān)業(yè)發(fā)展的不利因素，然后分析此研究結(jié)果，得到新入職教師發(fā)展中的相互關(guān)系、學(xué)校在新入職教師教學(xué)專(zhuān)業(yè)發(fā)展上起到的關(guān)鍵作用、新入職教師得到的幾種幫助因素。 最后，通過(guò)對(duì)已有的研究和前述筆者的實(shí)證研究，提出了高校新入職教師教學(xué)專(zhuān)業(yè)發(fā)展策略。
[Abstract]:In our country, with the process of popularization of higher education accelerating day by day, colleges and universities attach importance to academic research but ignore the development of teaching specialty, and the scale of teachers expands constantly, which leads to the decline of teaching quality of higher education in our country. This problem has become a hot topic this year, and the most fundamental measure to improve the teaching quality is to promote the teaching development of college teachers. As the main resource of college teachers, the teaching level of new teachers in colleges and universities is very important. To promote their teaching development is the key to promote the development of college teachers' teaching. Therefore, it is very necessary to study the teaching professional development of new teachers in colleges and universities. Although colleges and universities generally adopt the qualification certificate system and pre-service training system for new teachers in China, how to help these new teachers to obtain further development in teaching specialty after taking office lacks sustained and strong support. By combing the existing theoretical research on the development of teachers' teaching specialty, and according to the characteristics of the new teachers at the stage, this research analyzes the difficulties, ways and hindrances of the development of the new teachers' teaching specialty, and so on. This paper clarifies the development needs of new teachers, draws lessons from the successful experience of teaching specialty development in American colleges and universities, and finally puts forward an ideal strategy suitable for the development of teaching specialties of new teachers in colleges and universities. In the aspect of theoretical research, the author firstly combs the relevant research results in the literature review, defines the related concepts, and then probes into the significance of the development of the teaching specialty of the new teachers in colleges and universities, and then discusses the significance of the development of the teaching specialty of the new teachers in colleges and universities. And the current situation of the teaching specialty development of new teachers in colleges and universities in our country. In the fifth chapter of this paper, the author draws lessons from the successful experience of the development of American college teachers' teaching specialty, and combs the characteristics of the development of American college teachers' teaching specialty. Based on this, the author puts forward some strategies for the development of teaching specialty of new teachers in our country. In the aspect of empirical research, we mainly use the methods of interview and questionnaire to explore the situation of the new teachers at this stage, the way to realize the development of teaching specialty, and the unfavorable factors that hinder the development of the teaching profession of the new teachers. Then we analyze the results of this study and get the relationship between the development of new teachers, the key role played by schools in the development of new teachers' teaching and professional development, and several kinds of help factors that new teachers get. Finally, through the existing research and the above-mentioned empirical research, this paper puts forward the teaching professional development strategy of new teachers in colleges and universities.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G645.1

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本文編號(hào)：2441103