高校教师持续性专业发展研究
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摘要
高校教师的角色经历了古代、现代和当代的逐步衍化，21世纪对高校教师提出了更高的挑战——专业发展，教师专业发展问题是教育理论界和教育实践领域共同关注的热点。纵观国内现有的对专业发展的研究，大多数学者将研究定位于教师个人的专业发展，并将主要关注点放在教师专业发展内容或途径上。能够系统地从教师专业发展的外部保障与支持、对教师专业发展的领导与管理等方面的相关研究比较少。因此，在系统分析国内外研究工作的基础上，本文从理论和实际的方面，对高校教师持续性专业发展进行了系统研究。全文主要研究内容与成果如下：
（1）本文构建了高校教师持续性专业发展框架，探讨实现教师持续性专业发展的有效途径。建立了基于波特钻石模型的高校教师持续性专业发展模型，从教育管理部门层面、高等院校层面和教师个人层面对高校教师持续性专业发展模式进行探讨。
（2）本文界定了四项会影响到高校教师持续性专业发展能力的因素，分别是：上层支持、文化建设、制度设计和资源保障，并通过河南省十余所高校的实证调研数据进行因子分析和证实。
（3）建立了教育管理部门支持体系，确定了政策支持、制度管理、经济保障等三个方面作为教育管理部门对于教师专业发展的主要支持模块；分析了高等院校在教师专业发展中的作用和障碍因素，并进一步提出高校应通过构建教师学习型团队来推进教师持续性专业发展的工作进程；根据职业生命周期理论，研究了教师个人专业发展在职业生命周期各阶段的特征和工作的侧重点。
（4）建立了高校教师持续性专业发展能力评价指标体系，通过采用网络层次分析法引入网络层次结构模型，进而引入柔性协商因子，运用柔性协商与ANP集成方法计算了各级评价指标的相对重要性权重，并选取河南省三所高等院校进行了实证评价分析。
（5）从高等院校和教师个人层面入手，对高校教师持续性专业发展对策进行了理论探讨和实践分析，提出从构建专业性学习组织和建立反思式教师个人成长模式等方面着手构建高校教师持续性专业发展系统。最后指出了研究不足和未来的研究展望。
The role of university teacher experienced the ancient times, modern andcontemporary in the gradually deepen progress of evolution. The new century putforward higher challenge to university teacher—professional development. Theteacher professional development of university has been highlighted in theory andpractice circles. Make a general survey of the existing document, most of scholarsfocused their attention on the professional development of teachers’ own, but theresearch on the teacher professional development combined with the external supportsystem and the internal management is few. The continuing teacher professionaldevelopment of university is systematically studied theatrically and practically in thisdissertation，based on these existing situations and the researches inland and oversea。The main contents are summarized as following:
Firstly, as to discussion on the way of continuing teacher professionaldevelopment, built a continuing teacher professional development of universities’model. The model included three aspects, they are: education management department,universities and teacher themselves.
Secondly, presented4factors that affect teacher professional developmentcapability: support from upper levers, culture construction, system of educationdesigning and resources security. Then verified the factors’ validity is based on thedata which came from the questions on more than10universities of Henan.
Thirdly, set a system of education management department, which is made up of3modules: Policy Support, Systematic Management, and Economic Security.Analyzed the obstacle factors of teacher professional development，which come fromthe universities. Further, put forward some tactics to advance the teacher professionaldevelopment’s process. Based on the theory of Career Lifecycle, analyzed theemphases of teacher professional development of universities in the teacher’s careerlife cycle curve.
Fourthly, the continuing teacher professional development capability model andthe continuing teacher professional development capability assessment system werebuilt， which can evaluation the continuing teacher professional developmentcapability in universities. And combined with3universities in Henan, the relevantevaluation study was also done in this thesis; further more resolved the problem of relatively weightiness of assessment indexes by using Flexible negotiation method and Analytic Network Process.
Fifthly, starting from the universities level and teachers’ personal level, thecontinuing teacher professional development countermeasures have been discussed.The continuing teacher professional development system can be built with2aspects:construct professional learning organization and establish individual teacher reflectiontype growth mode. At the end, the dissertation summarizes the limited and thecontents and proposes the direction for further study.
（1）本文构建了高校教师持续性专业发展框架，探讨实现教师持续性专业发展的有效途径。建立了基于波特钻石模型的高校教师持续性专业发展模型，从教育管理部门层面、高等院校层面和教师个人层面对高校教师持续性专业发展模式进行探讨。
（2）本文界定了四项会影响到高校教师持续性专业发展能力的因素，分别是：上层支持、文化建设、制度设计和资源保障，并通过河南省十余所高校的实证调研数据进行因子分析和证实。
（3）建立了教育管理部门支持体系，确定了政策支持、制度管理、经济保障等三个方面作为教育管理部门对于教师专业发展的主要支持模块；分析了高等院校在教师专业发展中的作用和障碍因素，并进一步提出高校应通过构建教师学习型团队来推进教师持续性专业发展的工作进程；根据职业生命周期理论，研究了教师个人专业发展在职业生命周期各阶段的特征和工作的侧重点。
（4）建立了高校教师持续性专业发展能力评价指标体系，通过采用网络层次分析法引入网络层次结构模型，进而引入柔性协商因子，运用柔性协商与ANP集成方法计算了各级评价指标的相对重要性权重，并选取河南省三所高等院校进行了实证评价分析。
（5）从高等院校和教师个人层面入手，对高校教师持续性专业发展对策进行了理论探讨和实践分析，提出从构建专业性学习组织和建立反思式教师个人成长模式等方面着手构建高校教师持续性专业发展系统。最后指出了研究不足和未来的研究展望。
The role of university teacher experienced the ancient times, modern andcontemporary in the gradually deepen progress of evolution. The new century putforward higher challenge to university teacher—professional development. Theteacher professional development of university has been highlighted in theory andpractice circles. Make a general survey of the existing document, most of scholarsfocused their attention on the professional development of teachers’ own, but theresearch on the teacher professional development combined with the external supportsystem and the internal management is few. The continuing teacher professionaldevelopment of university is systematically studied theatrically and practically in thisdissertation，based on these existing situations and the researches inland and oversea。The main contents are summarized as following:
Firstly, as to discussion on the way of continuing teacher professionaldevelopment, built a continuing teacher professional development of universities’model. The model included three aspects, they are: education management department,universities and teacher themselves.
Secondly, presented4factors that affect teacher professional developmentcapability: support from upper levers, culture construction, system of educationdesigning and resources security. Then verified the factors’ validity is based on thedata which came from the questions on more than10universities of Henan.
Thirdly, set a system of education management department, which is made up of3modules: Policy Support, Systematic Management, and Economic Security.Analyzed the obstacle factors of teacher professional development，which come fromthe universities. Further, put forward some tactics to advance the teacher professionaldevelopment’s process. Based on the theory of Career Lifecycle, analyzed theemphases of teacher professional development of universities in the teacher’s careerlife cycle curve.
Fourthly, the continuing teacher professional development capability model andthe continuing teacher professional development capability assessment system werebuilt， which can evaluation the continuing teacher professional developmentcapability in universities. And combined with3universities in Henan, the relevantevaluation study was also done in this thesis; further more resolved the problem of relatively weightiness of assessment indexes by using Flexible negotiation method and Analytic Network Process.
Fifthly, starting from the universities level and teachers’ personal level, thecontinuing teacher professional development countermeasures have been discussed.The continuing teacher professional development system can be built with2aspects:construct professional learning organization and establish individual teacher reflectiontype growth mode. At the end, the dissertation summarizes the limited and thecontents and proposes the direction for further study.
引文
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