摘要
随着新建本科院校的发展重点由最初的规模扩张转变为内涵建设,部分原专科学校的骨干教师沦落为"学术弱势群体"。研究发现,"学术弱势群体"的形成不应仅归结为自身主观因素,还有历史与现实产生共振的原因,而缺乏发展通道则直接影响了他们学术职业发展的道路。解决新建本科院校内"学术弱势群体"学术职业发展的问题,应从教师的分类发展着手,为其提供多元发展路径,并给予相应的配套政策和支持体系。
Along with the key point of the development of new undergraduate institutions transforming from scale expansion into connotation construction, part of the core teachers from the original academies of teachers fell into ＂academic disadvantaged group＂. According to the study, the emergence of ＂academic disadvantaged group＂ results from a multitude of factors. On one hand, their personal reasons along with a mixture of historical and realistic reasons are included. While the lack of career advancement channels which has directly affected their academic career paths accounts more. In order to solve this problem, the new undergraduate institutions are supposed to begin with the classified development of college teachers, and thereby provide diversified development paths for them as well as issue corresponding policies and supporting systems.
出处
《教育发展研究》
CSSCI
北大核心
2016年第1期24-31,共8页
Research in Educational Development
基金
教育部人文社科研究专项“基于CDIO和项目教学法培养“卓越计划”工科人才的范式与实证研究”(13JDGC017)
江苏省高校哲学社会科学研究项目“基于多元学术观的大学教师发展研究”(2015SJB236)的部分成果
关键词
“学术弱势群体”
学术职业发展
大学教师发展
新建本科院校
Academic disadvantaged group, academic career development, faculty development, new undergraduate institutions
