發(fā)布時(shí)間：2019-01-05 17:45

【摘要】：大學(xué)教師是高等教育內(nèi)部實(shí)踐的重要主體和核心行動(dòng)者，是獨(dú)特的專業(yè)人員，享有高貴的特權(quán)地位和必要的自主身份。大學(xué)教師是大學(xué)的核心和靈魂。大學(xué)教師在參與促進(jìn)自身專業(yè)發(fā)展的活動(dòng)中，不斷接受新的知識(shí)，增長(zhǎng)專業(yè)能力，參與專業(yè)組織，維護(hù)專業(yè)道德精神從而提高了服務(wù)的質(zhì)量和學(xué)術(shù)角色的地位。可以說，專業(yè)發(fā)展、專業(yè)知識(shí)、專業(yè)組織、專業(yè)精神、專業(yè)能力共同促進(jìn)了大學(xué)教師的學(xué)術(shù)專業(yè)化進(jìn)程，，是大學(xué)教師之所以成為學(xué)術(shù)專業(yè)的根本原因。 進(jìn)入21世紀(jì)以來，政府問責(zé)制，學(xué)術(shù)市場(chǎng)化，知識(shí)私營(yíng)化和網(wǎng)絡(luò)化等復(fù)雜的外部環(huán)境因素使大學(xué)教師感到成長(zhǎng)的困惑。同時(shí)，大學(xué)教師如何通過專業(yè)化應(yīng)對(duì)不利因素的影響，維護(hù)自身的合法權(quán)利和地位也受到了學(xué)術(shù)界更多的關(guān)注。本文主要從大學(xué)教師專業(yè)的構(gòu)成要素出發(fā)，探索美國(guó)大學(xué)教師專業(yè)化成長(zhǎng)的道路，具體來講，在專業(yè)角色上，大學(xué)教師不僅要承擔(dān)學(xué)術(shù)傳播，學(xué)術(shù)研究，學(xué)術(shù)應(yīng)用的任務(wù)，而且還要成為學(xué)術(shù)自由的捍衛(wèi)者，學(xué)術(shù)成果的經(jīng)營(yíng)者以及學(xué)術(shù)活動(dòng)的管理者；在專業(yè)知識(shí)上，大學(xué)教師不僅要掌握學(xué)科和跨學(xué)科知識(shí)才能獲得從事教學(xué)、科研和社會(huì)服務(wù)的資格，而且要懂得如何將這些活動(dòng)付諸實(shí)踐并通過利用條件性知識(shí)更有效的完成學(xué)術(shù)職責(zé)；在專業(yè)能力上，大學(xué)教師不但需要滿足教學(xué)、研究和服務(wù)能力的基本要求，還要不斷拓展這三種能力，成為時(shí)代的引領(lǐng)者；在專業(yè)精神上，大學(xué)教師充滿自信的專業(yè)態(tài)度，勇于擔(dān)當(dāng)?shù)膶I(yè)責(zé)任，追求卓越的專業(yè)理想，遵守誠(chéng)信的專業(yè)倫理使其成為了真正的專業(yè)知識(shí)生產(chǎn)者；在專業(yè)發(fā)展中，大學(xué)教師不僅積極的進(jìn)行自我主動(dòng)式和同行協(xié)作式發(fā)展，而且善于利用大學(xué)制定的規(guī)劃和社會(huì)的保障政策維護(hù)自身的專業(yè)發(fā)展；在專業(yè)組織上，大學(xué)教師群體以維護(hù)傳統(tǒng)的學(xué)術(shù)自由，努力解決現(xiàn)實(shí)危機(jī)，制定未來專業(yè)發(fā)展的長(zhǎng)期規(guī)劃為使命；這六個(gè)專業(yè)維度作為專業(yè)的統(tǒng)一體，從不同側(cè)面體現(xiàn)了大學(xué)教師對(duì)專業(yè)化成長(zhǎng)的重視，展現(xiàn)了大學(xué)教師對(duì)學(xué)術(shù)活動(dòng)的熱情。
[Abstract]:University teachers are important subjects and core actors in the internal practice of higher education. They are unique professionals and enjoy a noble privileged status and a necessary independent identity. A university teacher is the core and soul of a university. In the activities of promoting their own professional development, university teachers constantly accept new knowledge, increase their professional ability, participate in professional organizations, and maintain professional moral spirit, thus improving the quality of service and the status of academic role. It can be said that professional development, professional knowledge, professional organization, professional spirit and professional ability promote the process of academic specialization of university teachers, which is the fundamental reason why university teachers become academic majors. Since the beginning of the 21st century, the complicated external environmental factors, such as government accountability, academic marketization, privatization of knowledge and networking, have made university teachers feel confused about their growth. At the same time, the academic circles pay more attention to how university teachers deal with the adverse factors through specialization and maintain their legal rights and status. This paper explores the road to the professional growth of college teachers in the United States from the perspective of the constituent elements of university teachers' specialty. Specifically, in terms of professional role, university teachers should not only undertake the tasks of academic communication, academic research, and academic application. Moreover, he should be the guardian of academic freedom, the operator of academic achievements and the manager of academic activities; In terms of professional knowledge, university teachers must not only master disciplinary and interdisciplinary knowledge in order to obtain qualifications for teaching, scientific research and social services, Moreover, we should know how to put these activities into practice and perform academic duties more effectively through the use of conditional knowledge; In terms of professional competence, university teachers not only need to meet the basic requirements of teaching, research and service ability, but also continue to expand these three abilities to become the leader of the times. In the professional spirit, university teachers are full of confident professional attitude, the courage to undertake professional responsibilities, the pursuit of outstanding professional ideals, abide by the integrity of professional ethics to make it a true professional knowledge producer; In the professional development, university teachers not only actively carry out self-initiative and peer cooperation development, but also be good at using the university planning and social protection policies to maintain their own professional development; In the professional organization, the university teacher group takes the maintenance traditional academic freedom, diligently solves the reality crisis, formulates the future specialized development long-term plan as the mission; These six professional dimensions, as the unity of specialty, reflect the importance that university teachers attach to professional growth and show their enthusiasm for academic activities from different aspects.
【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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