高校教师发展：本体论反思与实践逻辑

李志峰　高　慧

摘要：高校教师发展是教师与环境的双向建构过程；是教师不断超越自我，提高自身适应环境变化的能力，继而提高自身和组织存在价值的过程；是教师自身发展，学生发展，知识发展，学校发展不断实现和谐统一的过程；是教师不断实现专业化和社会化的过程。高校教师发展包括教师伦理道德发展、专业发展、地位发展几个方面，具有终身发展、多向度发展、个性化发展等特征。高校与教师的双向建构，组织制度与文化的共同作用，教师培训与终身学习相结合，在学术场域中强化教学能力，是促进高校教师持续和谐发展的实践逻辑。

关键词：高校教师发展；目标；内涵；特点；实践逻辑

总结：1、本文从本体论的反思的角度提出高校教师发展为了什么？

2、从认识论的角度解读高校教师发展的目标、内涵与特征。

3、在方法论层面思考高校教师发展的实践逻辑。

On Philosophical Meaning and Practical Logic for FacultyDevelopment

LI Zhi-feng GAO Hui

Abstract：Faculty development is the process in which teacher enhance the adaptability to environment change for continuous self transcendence , thus to improve the value of themselves and organizations; the process of harmoniously achieving unity of teacher self development, student development, knowledge development and university development and the process of teacher continuously

achieving specialization and socialization. Faculty development includes several aspects such as ethics morality development, specialty development and status development. All these aspects are with the characteristics of lifelong development, multi-dimensional development and individual development. The practical logic for faculty sustainable and harmonious development is respect to the following aspects:

bidirectional construction, combined action of organizational system and culture, integration of training and lifelong learning.

Key words: faculty development；objective；connotation；characteristic；logic of practice

出处：大学教育科学，2013年4月