摘要
科学创新与理论创新依赖于学术人才的集聚。以六所部属师范院校下属的教育学部(院)中具有教授(正高)职称的教师为研究对象,以教师的履历信息为数据分析来源,以本硕博阶段就读的专业背景为划分依据,将从事教育学的教师分为科班出身与非科班出身,主要分析两者在成长周期、科研成果和学术荣誉称号等方面的差异。研究结果表明,科班出身教师的成长周期短于非科班出身教师,非科班出身教师论文成果被引率高于科班出身的教师,科班出身教师与非科班出身教师在学术荣誉称号方面平分秋色,鼓励教师进行跨学科学习、交往和研究,并且保持初心,不断进行专业学习。
Scientific innovation and theoretical innovation depend on the gathering of academic talents.This study takes professor title of teachers by six subordinates normal university's department of education as the research object to resume information source for the data analysis of the teacher,and on the basis of stage of undergraduate,postgraduate and doctoral professional background,teachers can be divided into trained with untrained with main analysis on differences among growth cycle,scientific research,academic and honorary title.The results show that the trained teachers'growing periods are shorter than a trained teacher,the cited rate of untrained teachers'paper results is higher than trained teachers,trained and untrained teachers go halves on a fifty-fifty basis in the academic title of honor,Therefore,we should encourage teachers to have interdisciplinary learning,communication and research,and keep the original intention and continue to carry out professional learning.
作者
陈红
CHEN Hong(Department of Education,Fujian Normal University,Fuzhou 350117,China)
出处
《林区教学》
2020年第4期34-37,共4页
Teaching of Forestry Region
关键词
教育背景
高校教师
部属师范院校
教育学部(院)教师
educational background
college teachers
teachers'colleges affiliated to the ministry
faculty in school of education(department)
