摘要
随着我国职业教育事业的快速发展,体系建设稳步推进,标准化建设成为职业教育发展的突破口。本科层次职业教育作为现阶段职业教育体系中的最高层次,目前还处于初步探索阶段,在教师发展方面还未发布相关系统性条例。因此,为保证本科职业教育科学化规范化发展,必须要构建相应的教师发展标准。文章建立了教学能力、专业实践能力、教科研能力三个维度的教师专业发展模型,提出了符合我国职业教育发展的职业本科教师专业发展标准,将教师专业发展分为入职期、发展期、骨干期、带头人期和专家期这五个阶段。同时设置了各阶段标准,描绘出清晰的职业本科教师未来图像,为本科职业教育的教师专业发展提供“灯塔”和“刻度尺”。
With the rapid development of China’s vocational education and the steady progress of system construction,standardization has become a breakthrough in the development of vocational education.Undergraduate-level vocational education,as the highest level in the current vocational education system,is still in the preliminary exploration stage,and relevant systemic regulations have not been issued in terms of teacher development.Therefore,in order to ensure the scientific and standardized development of undergraduate vocational education,it is necessary to construct corresponding teacher development standards.This article establishes a teacher professional development model with three dimensions:teaching ability,professional practice ability,and teaching and research ability,and proposes professional development standards for undergraduate teachers in line with the development of vocational education in China.The professional development of teachers is divided into five periods,including entry period,development period,and backbone.Five stages:newcomer period,development period,mainstay period,leader period and expert period.At the same time,standards have been set for each stage to depict a clear picture of the future of professional undergraduate teachers,and provide a"lighthouse"and"scale"for the professional development of them.
作者
刘庆华
张诗佳
路建彩
LIU Qing-hua;ZHANG Shi-jia;LU Jian-cai(Hebei Vocational University of Technology and Engineering,Xingtai,Hebei 054035,China)
出处
《邢台职业技术学院学报》
2021年第3期1-4,共4页
Journal of Xingtai Polytechnic College
基金
2019年度河北省高等学校人文社会科学研究教育规划项目——“逐层递进整体化教学设计研究与实践”,课题编号:GH191030。
关键词
本科层次职业教育
教师专业发展
发展标准
undergraduate level vocational education
teacher professional development
development standards
