【摘要】：教師專(zhuān)業(yè)發(fā)展問(wèn)題是近年來(lái)國(guó)際教育界所關(guān)注的熱點(diǎn)問(wèn)題之一。但是，通過(guò)調(diào)查和文獻(xiàn)檢索都可以發(fā)現(xiàn)，目前國(guó)內(nèi)對(duì)教師專(zhuān)業(yè)發(fā)展問(wèn)題的研究和實(shí)踐主要集中于中小學(xué)教育領(lǐng)域。事實(shí)上，高等學(xué)校的教師專(zhuān)業(yè)發(fā)展問(wèn)題目前還遠(yuǎn)未得到教育主管部門(mén)和高校管理層的足夠重視，教師資格認(rèn)證或教學(xué)技能培訓(xùn)等工作不僅存在著學(xué)用分離的狀態(tài)，更因其流于集中化形式而無(wú)法真正有效地提升高校教師的教學(xué)專(zhuān)業(yè)技能和教育理論素養(yǎng)，無(wú)法將教育知能培養(yǎng)與教師的學(xué)科專(zhuān)業(yè)有機(jī)整合為統(tǒng)一體，這就在很大程度上制約了高校教師專(zhuān)業(yè)的持續(xù)性發(fā)展問(wèn)題。高等學(xué)校教師專(zhuān)業(yè)發(fā)展的統(tǒng)合模式研究課題，正是針對(duì)當(dāng)前我國(guó)高校教師專(zhuān)業(yè)發(fā)展的現(xiàn)實(shí)問(wèn)題和實(shí)際需要，擬通過(guò)廣泛地調(diào)查、分析和論證，提出一整套集教師資格認(rèn)證、教學(xué)技能培訓(xùn)、教育素養(yǎng)培養(yǎng)和教學(xué)科研能力發(fā)展于一體的統(tǒng)合型動(dòng)態(tài)發(fā)展模式及策略性實(shí)施方案，一方面形成關(guān)于高校教師專(zhuān)業(yè)發(fā)展的系統(tǒng)化理論框架，另一方面更為重要的是，促進(jìn)高校教師專(zhuān)業(yè)發(fā)展實(shí)踐工作地有效實(shí)施，以保障我國(guó)高等教育和教學(xué)質(zhì)量穩(wěn)定、健康、持續(xù)的提升。 本文的主要內(nèi)容包括：第一部分是緒論，包括研究背景，研究現(xiàn)狀，研究?jī)?nèi)容與意義。第二部分概述了高校教師專(zhuān)業(yè)發(fā)展理論與現(xiàn)狀。指出了高校教師專(zhuān)業(yè)發(fā)展的現(xiàn)實(shí)困境，即教師資格認(rèn)證標(biāo)準(zhǔn)不統(tǒng)一完善，教學(xué)評(píng)估重科研、輕教學(xué)，學(xué)歷取代教育教學(xué)素養(yǎng)，，漠視職業(yè)道德教育，專(zhuān)業(yè)發(fā)展個(gè)人勝于群體等問(wèn)題。第三部分也是本文重點(diǎn)部分，構(gòu)建出高校教師專(zhuān)業(yè)發(fā)展統(tǒng)合模式的理論模型。分別從結(jié)合終生學(xué)習(xí)觀念的信息技術(shù)背景下，高校教師專(zhuān)業(yè)發(fā)展的素質(zhì)結(jié)構(gòu)與內(nèi)容；基于教師專(zhuān)業(yè)發(fā)展的教師培訓(xùn)；教師專(zhuān)業(yè)發(fā)展學(xué)習(xí)型組織策略；以及高校教師專(zhuān)業(yè)發(fā)展各要素之間的統(tǒng)合關(guān)系等對(duì)高校教師專(zhuān)業(yè)發(fā)展統(tǒng)合模型加以解釋與闡述。第四部分是高校教師專(zhuān)業(yè)發(fā)展統(tǒng)合模式的具體組織與實(shí)施策略。第五部分是構(gòu)建高校教師專(zhuān)業(yè)發(fā)展支持平臺(tái)，對(duì)平臺(tái)的功能進(jìn)行分析與設(shè)計(jì)。
[Abstract]:Teacher professional development is one of the hot issues in the international education field in recent years. However, through investigation and literature retrieval, it can be found that the research and practice of teachers' professional development are mainly concentrated in the field of primary and secondary education. As a matter of fact, the problem of teachers' professional development in colleges and universities is far from being paid enough attention to by the competent departments of education and the management of colleges and universities, and there is not only a state of separation between learning and using in the work of teacher qualification certification or training of teaching skills. Because of its centralized form, it can not effectively improve the teaching professional skills and educational theory literacy of university teachers, and can not integrate the education knowledge training with teachers' discipline and specialty organically. To a large extent, this restricts the sustainable development of college teachers. In view of the practical problems and practical needs of teachers' professional development in colleges and universities at present, the research on the integrated mode of teachers' professional development in colleges and universities is intended to put forward a set of teacher qualification certification through extensive investigation, analysis and argumentation. On the one hand, it forms a systematic theoretical framework for the professional development of teachers in colleges and universities, which is an integrated dynamic development model and a strategic implementation plan, which integrates the training of teaching skills, the cultivation of educational literacy and the development of teaching and scientific research ability. On the other hand, it is more important to promote the effective implementation of the practical work place for the professional development of college teachers in order to ensure the stable, healthy and continuous promotion of the quality of higher education and teaching in our country. The main contents of this paper include: the first part is the introduction, including the research background, research status, research content and significance. The second part summarizes the theory and present situation of teachers' professional development in colleges and universities. This paper points out the practical predicament of the professional development of college teachers, that is, the standard of teachers' qualification certification is not unified and perfect, the teaching evaluation pays more attention to scientific research than the teaching, the education literacy is replaced by the academic qualifications, and the professional ethics education is ignored. Professional development of individuals over groups and other issues. The third part is also the key part of this paper, and constructs the theoretical model of the integration model of college teachers' professional development. Under the background of information technology which combines the concept of lifelong learning, the quality structure and content of college teachers' professional development, teachers' training based on teachers' professional development, the learning organization strategy of teachers' professional development, the quality structure and content of teachers' professional development in colleges and universities are discussed respectively. And the integrative relationship between the elements of college teachers' professional development, and so on, to explain and expound the integration model of university teachers' professional development. The fourth part is the specific organization and implementation strategy of the integration model of college teachers' professional development. The fifth part is to construct the support platform of university teachers' professional development, and analyze and design the function of the platform.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G645.1

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