【摘要】：如何更加有效地培養(yǎng)高素質(zhì)人才是我們當(dāng)前最迫切需要解決的難題。眾所周知，影響高等教育質(zhì)量的主要因素除了政府行為、學(xué)校行為以外，就是大學(xué)教師行為。大學(xué)教師是對(duì)學(xué)生學(xué)習(xí)生活最直接的影響者，是學(xué)生心智完善的關(guān)鍵。因此，大學(xué)教師的專業(yè)化成長直接決定了高校培養(yǎng)的人才質(zhì)量。所以，以提高大學(xué)教師專業(yè)化成長滿意度來提高教育質(zhì)量是最有效而又最直接的辦法。通過對(duì)國內(nèi)外多位學(xué)者觀點(diǎn)的研究得出，影響大學(xué)教師專業(yè)化成長滿意度的因素主要有專業(yè)角色滿意度、專業(yè)知識(shí)滿意度、專業(yè)能力滿意度、專業(yè)精神滿意度、專業(yè)發(fā)展?jié)M意度以及專業(yè)組織滿意度。從專業(yè)角色滿意度來看，它包含了大學(xué)教師對(duì)其專業(yè)身份與專業(yè)地位的滿意情況，直接展現(xiàn)了大學(xué)教師是否認(rèn)可其當(dāng)前所扮演的人才培養(yǎng)、科學(xué)研究、社會(huì)服務(wù)以及文化傳承者的角色，同時(shí)也展現(xiàn)了大學(xué)教師對(duì)其薪資、福利、社會(huì)地位的滿意程度。從專業(yè)知識(shí)和專業(yè)能力滿意度來看，在這兩方面滿意度的高低，基本上可以說明他們是否能夠?qū)W(xué)生的生活學(xué)習(xí)以及能力培養(yǎng)方面產(chǎn)生的影響。如果滿意度高，則學(xué)生受益大，滿意度低，則學(xué)生受益小。通過專業(yè)精神滿意度可以看出一名大學(xué)教師是否忠于其專業(yè)，崗位和學(xué)生，也可以從一個(gè)側(cè)面反映出他是否滿意于自身當(dāng)前所處的專業(yè)成長環(huán)境。專業(yè)發(fā)展?jié)M意度一方面是用來測量學(xué)校在大學(xué)教師專業(yè)化成長中所作出的努力程度，；另一方面，它也可以用來衡量一名大學(xué)教師對(duì)專業(yè)化成長所表現(xiàn)出來的心理意向。專業(yè)組織滿意度更多地是針對(duì)學(xué)校對(duì)大學(xué)教師專業(yè)化成長所創(chuàng)造的組織平臺(tái)和制度環(huán)境，如果學(xué)校提供了保護(hù)和促進(jìn)大學(xué)教師專業(yè)化成長的各項(xiàng)組織機(jī)構(gòu)，并且為大學(xué)教師專業(yè)化成長營造了良好的制度環(huán)境，大學(xué)教師專業(yè)化成長的整體滿意度自然會(huì)比較高。 總之，對(duì)甘肅省本科院校大學(xué)教師專業(yè)化成長滿意度的調(diào)查與分析，首先可以明確甘肅省本科院校大學(xué)教師專業(yè)角色和專業(yè)地位的定位。其次，通過對(duì)自身知識(shí)技能的了解，有利于促使甘肅省本科院校大學(xué)教師新的專業(yè)知識(shí)和專業(yè)技能的生成。再次，現(xiàn)狀的揭示也有利于促成甘肅省本科院校大學(xué)教師專業(yè)組織的生成，鞏固和完善其專業(yè)精神，增加其專業(yè)化發(fā)展的機(jī)會(huì)。
[Abstract]:How to train high-quality talents more effectively is the most urgent problem we need to solve. As we all know, the main factor that influences the quality of higher education is the behavior of university teachers besides government behavior and school behavior. College teachers are the most direct influence on students' learning and life, and the key to students' mental improvement. Therefore, the professional growth of university teachers directly determines the quality of talents cultivated in colleges and universities. Therefore, it is the most effective and direct way to improve the quality of education by improving the satisfaction degree of college teachers' professional growth. Through the research of many scholars at home and abroad, it is concluded that the satisfaction degree of professional role, professional knowledge, professional ability and professional spirit are the main factors influencing the satisfaction of professional growth of university teachers. Professional development satisfaction and professional organization satisfaction. From the perspective of professional role satisfaction, it includes the satisfaction of university teachers with their professional identity and professional status, and directly shows whether university teachers approve of their current talent training and scientific research. Social services and the role of cultural inheritors also demonstrate the satisfaction of college teachers with their salaries, benefits, and social status. From the perspective of professional knowledge and professional ability satisfaction, the degree of satisfaction in these two aspects can basically explain whether they can affect the students' life learning and ability development. If the satisfaction degree is high, the student benefit is big, the satisfaction degree is low, then the student benefit is small. Through the degree of professional satisfaction, we can see whether a university teacher is loyal to his major, position and students, and can also reflect whether he is satisfied with his current professional growth environment. On the one hand, the satisfaction degree of professional development is used to measure the degree of university teachers' professional growth, on the other hand, it can also be used to measure the psychological intention of a university teacher on professional growth. The degree of satisfaction of professional organizations is more aimed at the organizational platform and institutional environment created by universities for the professional growth of university teachers, if the school provides various organizations to protect and promote the professional growth of university teachers. And it creates a good institutional environment for the professional growth of university teachers, so the overall satisfaction degree of the professional growth of university teachers will naturally be higher. In a word, the investigation and analysis of the degree of satisfaction with the professional growth of university teachers in colleges and universities in Gansu Province can firstly clarify the orientation of the professional role and professional status of university teachers in colleges and universities of Gansu Province. Secondly, through the understanding of their own knowledge and skills, it is helpful to promote the formation of new professional knowledge and professional skills of university teachers in colleges and universities in Gansu province. Thirdly, the revelation of the present situation is also conducive to promoting the formation of professional organizations of university teachers in colleges and universities in Gansu Province, consolidating and perfecting their professional spirit and increasing the opportunities for their professional development.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G645.1

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