摘要
我国高职院校教师在教学经验、实践经历以及对高职教育的认识和理解上存在着较大差异,而以行政指令和专家指导为主的外部评价使教师模糊了自身角色定位与道德担当,造成教师职业发展中的纠结和困惑。高职院校教师发展的逻辑起点是明确符合高职教育特征的教师角色定位,以此促使教师在职业发展中树立职业自信以增强职业教育使命感,培养育人自觉以引领青年学生成长,形成道德自律以提升自身师德修养。在此基础上,为推进高职院校教师职业发展从理论向实践转变,要以教师角色定位、道德担当与职业实践为基础,科学设计高职院校教师职业发展理念并形成多层次立体化教师职业发展支持与保障机制。
Teachers in vocational colleges in China differ greatly in teaching experience, practice experience, and the cognition and understanding of higher vocational education. Meanwhile, the dominative external evaluation which is based on the executive instruction and the expert guidance blurs teachers＇ role orientation and moral undertaking. As a result, teachers in vocational colleges get tangled and confused in their career development. The logical starting point for the development of teachers in vocational colleges should be based on the teachers＇ role orientation that accords with the feature of higher vocational education so as to build teachers＇ professional confidence by enhancing a sense of mission in vocational education, to cultivate the consciousness of educating people by guiding young students to develop, and form the moral self-discipline by improving teachers＇ own ethics. In order to promote the career development of teachers in vocational colleges from theory to practice, it is indispensable to design the idea of career development to for teachers in vocational colleges scientifically and form the multi-level and three-dimensional career development of teachers and security mechanism on the basis of teachers＇ role orientation, moral undertaking and professional practice.
出处
《现代教育管理》
CSSCI
北大核心
2015年第8期80-85,共6页
Modern Education Management
基金
2014年度教育部人文社会科学研究专项任务项目"高职院校学生专业实践能力培养中的思想政治教育路径研究"(14JDSZ20416)
2013年度浙江省高等教育教学改革项目"课程社团化:基于社团活动的课程改革探索与实践"(JG2013307)
关键词
高职院校
教师职业发展
角色定位
道德担当
vocational college
career development of teachers
role orientation
moral undertaking
