作　　者： ;

机构地区： 广东石油化工学院

出　　处： 《现代职业教育》 2017年第25期27-33,共7页

摘　　要： 通过调查某应用型大学外国语学院教职工对教师发展路径的看法,分析了地方本科院校向应用型大学转型趋势下外语教师发展路径的选择倾向。调查发现:于应用型大学外语教师而言,'深造'是最受认可的教师发展路径;'专家指导'和'自我反思'认可程度相仿,但两者评价分值的分布呈现出截然相反的特征;在有组织、有系统的培训方面,'校外讲座'的认可度远高于'校内讲座';'校内讲座'和'教研活动'处于最不受认可的地位,分值较大幅度低于其他选项,表明了在地方院校转型为应用型大学的过程中,校内组织的教师发展活动出现了较为明显的方向错位。据此,尝试从校外培训、校本教育和个体发展三个层面提出提高教师发展路径效能的可行建议,认为校外和校本的教师发展路径应该差异化发展,同时突出教师个体的主体性,强调个体发展为主的发展模式。 The research is an attempt to analyze teachers’ preference as to what approaches best fit in the faculty development. Analysis as such is undertaken by means of a questionnaire targeted towards faculty specializing in foreign languages, most of whom currently work for applied sciences universities. The study indicates that to pursue a higher degree is one of the most effective approaches to faculty development; experts’ instruction and reflection resemble in scores while differing diametrically in terms of scores distribution; in light of systematic and collective trainings, the ones organized by exterior educational institutions outperform their interior counterparts, which, alongside with the departmental training, rank the lowest amongst all options. This statistically significant differentiation implies an urgent need to redefine the role universities ought to play during the transitional period. The research therefore, in the last chapter, puts forward recommendations concerning faculty development from three perspectives:exterior trainings, interior education and personalized development, stressing that any mode of faculty development should revolve around the very reason of its existence, the faculty themselves.

关 键 词： 应用型大学 教师发展路径 个体性

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