高校教师专业发展生态模型的研究
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摘要
背景：
教师是提升教育质量的核心，是一所大学的灵魂，承载了社会对教育事业发展的期望，是教育改革中最能动可变的要素，受到了世界各国的关注。教师专业发展的提出是将教师由“职业”提到了“专业”的高度，旨在由“半专业”真正走向“专业化”，使教师具备专业的理想道德、专业的知识技能和专业的自主权；我国的教师专业发展起步较晚，目前文献报道主要集中于师范院校，以中小学教师为主；军医大学因其特殊的机制体制和环境特征对教师的培训仍停留在“一次性”阶段，也就是基于技能和知识不足的训练范式，但许多研究认为：这种培训方式实质上对教师发展是无效的，其原因之一可能是该培训项目集中于提高教师教学技能，但缺少对所需学校环境的关注，因此，军医大学的教师专业发展研究既是现实需求和迫切需要，更是探索高校教师专业发展之路的一个新的研究起点。
目的：
以生态学理论为指导，结合教育生态学和组织生态学，构建教师专业发展生态系统；从更广泛的视角探讨军医大学教师专业发展的影响因素，以此构建生态模型，为高校教师专业发展提供理论依据，为我国实施创新教育，培养创新型人才提供方法路径参考。
方法：
1.通过文献分析，结合生态学、组织生态学、教育生态学理论以及教师专业发展的本质内涵，构建教师专业发展生态系统；
2.对军医大学19名不同学科领域的专家进行访谈，以扎根理论方法整理访谈资料，获得影响教师专业发展的相关因素，并初步构建模型；
3.根据扎根理论方法的整理结果编制含29个项目的《军医大学教师专业发展影响因素》问卷，并进行信效度检验；
4.对国内三所军医大学进行随机问卷调查，通过探索性因子分析进行模型构建，并以验证性因素分析进行模型验证。
结果：
1.教师专业发展生态系统具备复杂性、动态性和稳固性的基本系统特征，具有复杂多样的组成结构和内部关系，其运行机制包括：竞争与合作、学习与交流、实践与创新；它的构建搭建了“鸡蛋式”的教育生态系统层次结构，明确了教师专业发展的具体关注内容，同时重新定位了教师在教育生态系统中的作用地位；
2.通过扎根理论的研究方法，得到了78个概念，17个范畴，并进一步分析构建了“管理导向”、“自我发展”和“团队支持”三个典范模型，初步构建了军医大学教师专业发展生态模型Ⅰ；
3.自编《军队大学教师专业发展影响因素》调查问卷，包涵学校领导、办学定位、政策导向、条件支持、评价机制、个人需求、成就抱负、自主意识、核心价值观、职业道德、专业知识、思维能力、科研能力、表达能力、临床能力、教育知识、教学技能、教学实践、发展效果、科室文化、学科特点、教师领导、教师关系、师生关系、教管关系、发展目标、竞争环境、改革创新和持续学习共29个因素；
4.通过量表项目分析，《军队大学教师专业发展影响因素》自编问卷中29个影响因素的高分组与低分组的平均数有显著性差异（P=0.000<0.05），说明本研究问卷29个项目的鉴别力较高，具有可靠性和有效性，适合保留下来，进一步做探索性因素分析；
5.以SPSS13.0两次进行探索性因素分析，提取了实践、创新、支持、学习和责任5个因素，构建了包涵28个项目、5个公共因子的军医大学教师专业发展PISSR生态模型Ⅱ；
6.运用LISREL8.70统计软件进行验证性因素分析，模型M2的拟合指数RMSEA、RMR、NFI、NNFI、CFI的值分别为0.100、0.081、0.90、0.92、0.93，模型M1的拟合指数RMSEA、RMR、NFI、NNFI、CFI的值分别为0.15、0.11、0.84、0.86、0.87，说明构建的军医大学教师专业发展PISSR生态模型M2具有更好的数据拟合度；
7.对问卷进行信效度检验，结果显示：整个问卷的Cronbach′a值为0.954，Split-half系数为0.862；各因子的Cronbach′a在0.849—0.890之间，Split-half系数在0.757-0.863之间，表明问卷的总体信度及各因子构面信度均可接受；进行了KMO样本适应性检验和Bartlett's球形检验， KMO值为0.919，Bartlett's球形检验卡方值为2902.765，显著性概率值P=0.000<0.001，具有统计学显著性；在问卷的相关分析中，5个公共因素之间的相关系数为0.30～1.00之间，符合因素分析变量间相关属性条件界定,表明本问卷的结构效度较好。
8.在PISSR生态模型Ⅱ的指导下，从管理组织和教师本身两个层面，提出了军医大学教师专业发展生态系统的重构策略，管理层面应设立专门的教师专业发展机构、制定完善的教师专业发展计划、遵循发展计划的实施原则、制定以人为本的评价体系、搭建相应的教师发展平台和营造改革创新的校园氛围；教师应掌握及应用教育知识、教学技能，参与及改进教学实践，更新临床知识能力，积极应对竞争环境，开展教学改革创新，加强科学研究，构建和谐的科室氛围，实践学校愿景和使命，对学校教育政策作出贡献，善用评价体系，构建愉悦、和谐的校园氛围，不断提高自身的知识、语言和思维，终身学习，对教师专业发展做出贡献和树立正确的人生观、价值观，强化职业道德。
结论：
1.教师专业发展生态系统强调高校教师与整个环境的和谐相处、开放共存，是高校教师专业发展研究的建设性模式；
2.军医大学的教师专业发展不仅与教师个体有关，也受到高校内部环境因素的显著影响；
3.军医大学PISSR生态模型Ⅱ基本涵盖了教师专业发展生态系统的影响因素，是高校教师专业发展路径的重要指导；
4.实践、创新、支持、学习、责任5个因素是一个统一的有机整体，只有综合考虑、统筹安排，从5个因素涵盖的各项内容加以改进，才能实现教师专业发展的预期目标。
创新点：（1）全面构建了教师专业发展生态系统；（2）首先选取了军医大学作为教师专业发展的研究对象；（3）成功建立了军医大学教师专业发展PISSR生态模型Ⅱ；（4）从组织和教师两个层面提出了军医大学教师专业发展生态系统重构策略。
Background：
Teachers are the key to improve the quality of education, the soul of a university, themost variable and active factor in the education reform, and the social expectation to thedevelopment of educational cause. The proposal of “teacher professional development” riseteacher from “occupation” to the “professional”. It aims at making the “semi-professional”truly become to the “specialization”, making teachers have professional ideals and moral,professional knowledge and skills and professional autonomy. Teacher professionaldevelopment starts relatively late in China. The literature reports are mainly concentrated onthe normal schools, focus on the primary and secondary school teachers; The training ofteachers still stay in “one-off” stage in military medical university because of its specialmechanism system and environmental characteristics, which means the training mode isbased on the the skills and knowledge deficiencies. Many studies suggest that this kind oftraining mode is unefficient to teacher development. One of the reasons may be that thetraining is focus on improving teachers' teaching skills, but pay less attention to schoolenvironment. Accordingly, the research on teacher professional development in militarymedical university is not only the realistic demand and urgent need, but also a new startingpoint to explore the road of teacher professional development in universities.
Objective：
To construct the ecological system of teacher professional development under theguidance of ecology theory and combining the educational ecology and organizationalecology. To explore the factors influencing the teacher professional development in militarymedical university from a broader perspective, construct a ecological model, provide thetheoretical basis for the teacher professional development in colleges and universities, andthe method for the practice of innovative education and the cultivation of innovative talents.
Methods：
1. Construct the ecological system of teacher professional development throughanalysis of literature, combination of ecology, organizational ecology, educational ecology and the connotation of teacher professional development.
2. Interview19experts of different disciplines in military medical university, arrangethe data with the method of grounded theory, obtain the related factors affecting teacherprofessional development and construct a preliminary model.
3. Prepare the questionnaire named “Influencing factors of teacher professionaldevelopment in military medical university” containing29items based on the results treatedaccording to the method of grounded theory, and test the reliability and validity.
4. Perform random questionnaire survey of three military medical universities in China,construct the model through the exploratory factor analysis, and verify the model throughthe confirmatory factor analysis.
Results：
1. The ecological system of teacher professional development had the characteristics ofcomplexity, dynamic and stability, complicated structure and internal relationship. Itsoperating mechanism involved competition and cooperation, learning and communication,practice and innovation. It constructed the “Egg-like” ecological system structure ofeducation, made clear the specific contents of teacher professional development, andre-positioned the role of teacher in the education ecological system.
2. Obtained78conceptions and17categories by adopting the method of groundedtheory,and three canonical models including “management orientation”,“self-development”and “team supporting” were constructed further, which constructed ecological model ofmilitary medical university initially.
3. Prepared the questionnaire named “Influencing factors of teacher professionaldevelopment in military medical university” containing29items, such as School Leadership、Orientation of running a school、Policy orientation、Unconditional support、EvaluationMechanism、Individual demand、Achievement aspiration、Self consciousness、Core Values、Professional Virtue、Professional Knowledge、Ability of thinking、Ability to research、Abilityin expression、Clinical competence、Educational knowledge、Teaching skills、Teaching practice、Development effect、Department culture、Subject characteristics、Teacher leadership、Relationship among teachers、Teacher-student relationship、Teaching management relationship、Development goals、Environment of competition、Reform and innovation and Continuouslearning.
4. The items was analyzed in the questionnaire named “Influencing factors of teacherprofessional development in military medical university”,and there was significantdifference of mean between the higher score and the lower score(P<0.05),which indicatedthat the29items having high discriminability, reliability and validity,should to beexploratory factor analyzed further.
5. After twice exploratory factor analysis with SPSS13.0,5factors including practice,innovation, learning,support and responsibility were extracted, a PISSR ecological model ofteacher professional development in military medical university which including28items,5public factors were constructed.
6. Confirmatory factor analysis was performed using LISREL8.70statistical software, thevalues of model M2fit index RMSEA, RMR, NFI, NNFI, CFI were respectively0.100、0.081、0.90、0.92、0.93,the values of model M1fit index RMSEA, RMR, NFI, NNFI, CFI wererespectively0.15,0.11,0.84,0.86,0.87. It indicated that the PISSR ecological model M2ofteacher professional development in military medical university had better data fitting.
7. The reliability and validity of the questionnaire show: the Cronbach’a value of thequestionnaire is0.954, the Split-half value is0.862; the Cronbach’a values of all the factorsare between0.849and0.890, the Split-half values are between0.757and0.863, whichindicated that the overall reliability of the questionnaire and the factor structure reliability isacceptable. The value of KMO sample adaptive test is0.919, the chi-square value ofBartlett's sphericity test is2902.765, with statistically significant differences(P=0.000<0.001). In the correlation analysis of the questionnaire, the correlation coefficientbetween the5public factors ranged from0.30to1, consistented with the related propertydefining of the factor analysis variables.
8. Under the guidance of the PISSR ecological model, we proposed the reconstructionstrategy of the ecological system of teacher professional development in military medicaluniversity from the two aspects of the management and teacher themselves. There shouldset up special institutions of teacher professional development at the management level,develop professional development program for teachers, follow the implementation of theprinciple of the development plan, develop people-oriented evaluation system, establish acorresponding platform for teachers' development and create a campus full of reform andinnovation. Teachers should master educational knowledge and teaching skills, participate and improve the teaching practice, update clinical knowledge, actively respond to thecompetitive environment, carry out teaching reform and innovation, strengthen scientificresearch, build a harmonious department atmosphere, contribute to the school educationpolicy, be good at using the evaluation system, construct a pleasure and harmonious campus,constantly improve their knowledge, language and thought, contribute to the teacherprofessional development, establish a correct outlook on life and values and strengthenprofessional morality.
Conclusions：
1. The ecological system of teacher professional development emphasizes the harmonyand concomitance between the teachers and the whole environment. It is a constructivemodel for researching the teacher professional development in colleges and universities.
2. The teacher professional development in military medical university is not onlyrelated with the individual teacher, but also affected by the internal environment inuniversity.
3. The PISSR ecological model of military medical university basically covers theinfluencing factors of the ecological system of teacher professional development. It is animportant guidance for teacher professional development in university.
4. Practice, innovation, responsibility, study and support are a unified organism. Onlyconsider comprehensively, arrange co-ordinately and improve the contents from5factorscan we achieve the expected goal of teacher professional development.
Innovation points:
1. Constructed the ecological system of teacher professional development;
2. First selected the military medical university as the investigative object of teachersprofessional development;
3. Successfully established a PISSR ecological model of teacher professional developmentin military medical university;
4. Put forward the reconstructed strategy of the ecological system of teacher professionaldevelopment in military medical university from two aspects of the organization and theteacher.
教师是提升教育质量的核心，是一所大学的灵魂，承载了社会对教育事业发展的期望，是教育改革中最能动可变的要素，受到了世界各国的关注。教师专业发展的提出是将教师由“职业”提到了“专业”的高度，旨在由“半专业”真正走向“专业化”，使教师具备专业的理想道德、专业的知识技能和专业的自主权；我国的教师专业发展起步较晚，目前文献报道主要集中于师范院校，以中小学教师为主；军医大学因其特殊的机制体制和环境特征对教师的培训仍停留在“一次性”阶段，也就是基于技能和知识不足的训练范式，但许多研究认为：这种培训方式实质上对教师发展是无效的，其原因之一可能是该培训项目集中于提高教师教学技能，但缺少对所需学校环境的关注，因此，军医大学的教师专业发展研究既是现实需求和迫切需要，更是探索高校教师专业发展之路的一个新的研究起点。
目的：
以生态学理论为指导，结合教育生态学和组织生态学，构建教师专业发展生态系统；从更广泛的视角探讨军医大学教师专业发展的影响因素，以此构建生态模型，为高校教师专业发展提供理论依据，为我国实施创新教育，培养创新型人才提供方法路径参考。
方法：
1.通过文献分析，结合生态学、组织生态学、教育生态学理论以及教师专业发展的本质内涵，构建教师专业发展生态系统；
2.对军医大学19名不同学科领域的专家进行访谈，以扎根理论方法整理访谈资料，获得影响教师专业发展的相关因素，并初步构建模型；
3.根据扎根理论方法的整理结果编制含29个项目的《军医大学教师专业发展影响因素》问卷，并进行信效度检验；
4.对国内三所军医大学进行随机问卷调查，通过探索性因子分析进行模型构建，并以验证性因素分析进行模型验证。
结果：
1.教师专业发展生态系统具备复杂性、动态性和稳固性的基本系统特征，具有复杂多样的组成结构和内部关系，其运行机制包括：竞争与合作、学习与交流、实践与创新；它的构建搭建了“鸡蛋式”的教育生态系统层次结构，明确了教师专业发展的具体关注内容，同时重新定位了教师在教育生态系统中的作用地位；
2.通过扎根理论的研究方法，得到了78个概念，17个范畴，并进一步分析构建了“管理导向”、“自我发展”和“团队支持”三个典范模型，初步构建了军医大学教师专业发展生态模型Ⅰ；
3.自编《军队大学教师专业发展影响因素》调查问卷，包涵学校领导、办学定位、政策导向、条件支持、评价机制、个人需求、成就抱负、自主意识、核心价值观、职业道德、专业知识、思维能力、科研能力、表达能力、临床能力、教育知识、教学技能、教学实践、发展效果、科室文化、学科特点、教师领导、教师关系、师生关系、教管关系、发展目标、竞争环境、改革创新和持续学习共29个因素；
4.通过量表项目分析，《军队大学教师专业发展影响因素》自编问卷中29个影响因素的高分组与低分组的平均数有显著性差异（P=0.000<0.05），说明本研究问卷29个项目的鉴别力较高，具有可靠性和有效性，适合保留下来，进一步做探索性因素分析；
5.以SPSS13.0两次进行探索性因素分析，提取了实践、创新、支持、学习和责任5个因素，构建了包涵28个项目、5个公共因子的军医大学教师专业发展PISSR生态模型Ⅱ；
6.运用LISREL8.70统计软件进行验证性因素分析，模型M2的拟合指数RMSEA、RMR、NFI、NNFI、CFI的值分别为0.100、0.081、0.90、0.92、0.93，模型M1的拟合指数RMSEA、RMR、NFI、NNFI、CFI的值分别为0.15、0.11、0.84、0.86、0.87，说明构建的军医大学教师专业发展PISSR生态模型M2具有更好的数据拟合度；
7.对问卷进行信效度检验，结果显示：整个问卷的Cronbach′a值为0.954，Split-half系数为0.862；各因子的Cronbach′a在0.849—0.890之间，Split-half系数在0.757-0.863之间，表明问卷的总体信度及各因子构面信度均可接受；进行了KMO样本适应性检验和Bartlett's球形检验， KMO值为0.919，Bartlett's球形检验卡方值为2902.765，显著性概率值P=0.000<0.001，具有统计学显著性；在问卷的相关分析中，5个公共因素之间的相关系数为0.30～1.00之间，符合因素分析变量间相关属性条件界定,表明本问卷的结构效度较好。
8.在PISSR生态模型Ⅱ的指导下，从管理组织和教师本身两个层面，提出了军医大学教师专业发展生态系统的重构策略，管理层面应设立专门的教师专业发展机构、制定完善的教师专业发展计划、遵循发展计划的实施原则、制定以人为本的评价体系、搭建相应的教师发展平台和营造改革创新的校园氛围；教师应掌握及应用教育知识、教学技能，参与及改进教学实践，更新临床知识能力，积极应对竞争环境，开展教学改革创新，加强科学研究，构建和谐的科室氛围，实践学校愿景和使命，对学校教育政策作出贡献，善用评价体系，构建愉悦、和谐的校园氛围，不断提高自身的知识、语言和思维，终身学习，对教师专业发展做出贡献和树立正确的人生观、价值观，强化职业道德。
结论：
1.教师专业发展生态系统强调高校教师与整个环境的和谐相处、开放共存，是高校教师专业发展研究的建设性模式；
2.军医大学的教师专业发展不仅与教师个体有关，也受到高校内部环境因素的显著影响；
3.军医大学PISSR生态模型Ⅱ基本涵盖了教师专业发展生态系统的影响因素，是高校教师专业发展路径的重要指导；
4.实践、创新、支持、学习、责任5个因素是一个统一的有机整体，只有综合考虑、统筹安排，从5个因素涵盖的各项内容加以改进，才能实现教师专业发展的预期目标。
创新点：（1）全面构建了教师专业发展生态系统；（2）首先选取了军医大学作为教师专业发展的研究对象；（3）成功建立了军医大学教师专业发展PISSR生态模型Ⅱ；（4）从组织和教师两个层面提出了军医大学教师专业发展生态系统重构策略。
Background：
Teachers are the key to improve the quality of education, the soul of a university, themost variable and active factor in the education reform, and the social expectation to thedevelopment of educational cause. The proposal of “teacher professional development” riseteacher from “occupation” to the “professional”. It aims at making the “semi-professional”truly become to the “specialization”, making teachers have professional ideals and moral,professional knowledge and skills and professional autonomy. Teacher professionaldevelopment starts relatively late in China. The literature reports are mainly concentrated onthe normal schools, focus on the primary and secondary school teachers; The training ofteachers still stay in “one-off” stage in military medical university because of its specialmechanism system and environmental characteristics, which means the training mode isbased on the the skills and knowledge deficiencies. Many studies suggest that this kind oftraining mode is unefficient to teacher development. One of the reasons may be that thetraining is focus on improving teachers' teaching skills, but pay less attention to schoolenvironment. Accordingly, the research on teacher professional development in militarymedical university is not only the realistic demand and urgent need, but also a new startingpoint to explore the road of teacher professional development in universities.
Objective：
To construct the ecological system of teacher professional development under theguidance of ecology theory and combining the educational ecology and organizationalecology. To explore the factors influencing the teacher professional development in militarymedical university from a broader perspective, construct a ecological model, provide thetheoretical basis for the teacher professional development in colleges and universities, andthe method for the practice of innovative education and the cultivation of innovative talents.
Methods：
1. Construct the ecological system of teacher professional development throughanalysis of literature, combination of ecology, organizational ecology, educational ecology and the connotation of teacher professional development.
2. Interview19experts of different disciplines in military medical university, arrangethe data with the method of grounded theory, obtain the related factors affecting teacherprofessional development and construct a preliminary model.
3. Prepare the questionnaire named “Influencing factors of teacher professionaldevelopment in military medical university” containing29items based on the results treatedaccording to the method of grounded theory, and test the reliability and validity.
4. Perform random questionnaire survey of three military medical universities in China,construct the model through the exploratory factor analysis, and verify the model throughthe confirmatory factor analysis.
Results：
1. The ecological system of teacher professional development had the characteristics ofcomplexity, dynamic and stability, complicated structure and internal relationship. Itsoperating mechanism involved competition and cooperation, learning and communication,practice and innovation. It constructed the “Egg-like” ecological system structure ofeducation, made clear the specific contents of teacher professional development, andre-positioned the role of teacher in the education ecological system.
2. Obtained78conceptions and17categories by adopting the method of groundedtheory,and three canonical models including “management orientation”,“self-development”and “team supporting” were constructed further, which constructed ecological model ofmilitary medical university initially.
3. Prepared the questionnaire named “Influencing factors of teacher professionaldevelopment in military medical university” containing29items, such as School Leadership、Orientation of running a school、Policy orientation、Unconditional support、EvaluationMechanism、Individual demand、Achievement aspiration、Self consciousness、Core Values、Professional Virtue、Professional Knowledge、Ability of thinking、Ability to research、Abilityin expression、Clinical competence、Educational knowledge、Teaching skills、Teaching practice、Development effect、Department culture、Subject characteristics、Teacher leadership、Relationship among teachers、Teacher-student relationship、Teaching management relationship、Development goals、Environment of competition、Reform and innovation and Continuouslearning.
4. The items was analyzed in the questionnaire named “Influencing factors of teacherprofessional development in military medical university”,and there was significantdifference of mean between the higher score and the lower score(P<0.05),which indicatedthat the29items having high discriminability, reliability and validity,should to beexploratory factor analyzed further.
5. After twice exploratory factor analysis with SPSS13.0,5factors including practice,innovation, learning,support and responsibility were extracted, a PISSR ecological model ofteacher professional development in military medical university which including28items,5public factors were constructed.
6. Confirmatory factor analysis was performed using LISREL8.70statistical software, thevalues of model M2fit index RMSEA, RMR, NFI, NNFI, CFI were respectively0.100、0.081、0.90、0.92、0.93,the values of model M1fit index RMSEA, RMR, NFI, NNFI, CFI wererespectively0.15,0.11,0.84,0.86,0.87. It indicated that the PISSR ecological model M2ofteacher professional development in military medical university had better data fitting.
7. The reliability and validity of the questionnaire show: the Cronbach’a value of thequestionnaire is0.954, the Split-half value is0.862; the Cronbach’a values of all the factorsare between0.849and0.890, the Split-half values are between0.757and0.863, whichindicated that the overall reliability of the questionnaire and the factor structure reliability isacceptable. The value of KMO sample adaptive test is0.919, the chi-square value ofBartlett's sphericity test is2902.765, with statistically significant differences(P=0.000<0.001). In the correlation analysis of the questionnaire, the correlation coefficientbetween the5public factors ranged from0.30to1, consistented with the related propertydefining of the factor analysis variables.
8. Under the guidance of the PISSR ecological model, we proposed the reconstructionstrategy of the ecological system of teacher professional development in military medicaluniversity from the two aspects of the management and teacher themselves. There shouldset up special institutions of teacher professional development at the management level,develop professional development program for teachers, follow the implementation of theprinciple of the development plan, develop people-oriented evaluation system, establish acorresponding platform for teachers' development and create a campus full of reform andinnovation. Teachers should master educational knowledge and teaching skills, participate and improve the teaching practice, update clinical knowledge, actively respond to thecompetitive environment, carry out teaching reform and innovation, strengthen scientificresearch, build a harmonious department atmosphere, contribute to the school educationpolicy, be good at using the evaluation system, construct a pleasure and harmonious campus,constantly improve their knowledge, language and thought, contribute to the teacherprofessional development, establish a correct outlook on life and values and strengthenprofessional morality.
Conclusions：
1. The ecological system of teacher professional development emphasizes the harmonyand concomitance between the teachers and the whole environment. It is a constructivemodel for researching the teacher professional development in colleges and universities.
2. The teacher professional development in military medical university is not onlyrelated with the individual teacher, but also affected by the internal environment inuniversity.
3. The PISSR ecological model of military medical university basically covers theinfluencing factors of the ecological system of teacher professional development. It is animportant guidance for teacher professional development in university.
4. Practice, innovation, responsibility, study and support are a unified organism. Onlyconsider comprehensively, arrange co-ordinately and improve the contents from5factorscan we achieve the expected goal of teacher professional development.
Innovation points:
1. Constructed the ecological system of teacher professional development;
2. First selected the military medical university as the investigative object of teachersprofessional development;
3. Successfully established a PISSR ecological model of teacher professional developmentin military medical university;
4. Put forward the reconstructed strategy of the ecological system of teacher professionaldevelopment in military medical university from two aspects of the organization and theteacher.
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