高校教師發(fā)展面臨的困境及破解對策

1、高校教師發(fā)展面臨的困境及破解對策學習是知識經(jīng)濟時代人們增長才干，提高素質(zhì)的途徑和做好各項工作的基礎。作為高校教師，必須懂得學習是自身生存發(fā)展的需求，是時代進步的要求，更應加強學習，提高自己的學習能力，增強自己的知識涵養(yǎng)，做到與時俱進；在教書育人上不斷探索，才能肩負起人民和時代賦予的光榮使命。高教教師發(fā)展貫穿于教師職業(yè)生涯發(fā)展過程的始終，分析困境和矛盾無疑是解決問題和制定策略的基礎。一、高校教師發(fā)展面臨的困境1.培訓機制滯后?，F(xiàn)有的培訓機制阻礙了教師專業(yè)水平的提高。信息時代，知識更新，淘汰速度加快，而有的教師畢業(yè)十幾年，甚至更長，從未參加培訓教育，知識結構顯得陳舊，表現(xiàn)在課堂上教學形式呆板、創(chuàng)新

2、不足，影響了教學質(zhì)量，成為教師職業(yè)發(fā)展的瓶頸。2.教師職業(yè)的倦怠。職業(yè)倦怠，是教師發(fā)展中的客觀現(xiàn)象，每位教師在自己的職業(yè)生涯中都或多或少地存在著停滯與退縮期，周期長短因人的主觀能動性而異。通常表現(xiàn)對教育教學意義認識不足，不愿或不太情愿改變自己的生活、工作方式，不愿放棄自己固有的“二畝田”，排斥教育教學新理念、新方法的應用；對教學投入度不夠，職業(yè)愉悅感降低；對職業(yè)知識進行創(chuàng)造、更新的創(chuàng)造感喪失，對傳道授業(yè)解惑的成就感淡漠，對自己的職業(yè)權利、義務、責任缺乏清晰而一致的認同，工作時顯得無所適從。致使教學活動沉悶、枯燥和程序化，缺少生機和樂趣，直接導致教育教學質(zhì)量的低劣，嚴重地污染教育教學環(huán)境，給學生

3、健康成長和教育的良性發(fā)展帶來無法估量的損害。3.教師的發(fā)展與校規(guī)的矛盾。有些高校出臺的校規(guī)，如諷刺、挖苦學生，教學內(nèi)容陳舊，對實驗過程不熟悉，指導實習不認真，教學出現(xiàn)常識性錯誤等等。凡涉及其中任一條，動不動就是“誤人子弟”。并與教師的職務晉升，年終評定等掛鉤，甚至調(diào)離教學崗位或解聘。教師每天教學都是小心翼翼，如履薄冰，生怕觸犯校規(guī)，從而背負沉重的心理負擔。又何談教師的健康發(fā)展。另外，從實踐層面來看，高校教師的發(fā)展還存在諸多困境，存在著科學研究的專業(yè)化和教學所要求的多維知識結構、教師的內(nèi)在發(fā)展需求與大學組織制度缺位、高校教師職業(yè)的穩(wěn)定性與競爭性等多個矛盾。因此，解決高校教師發(fā)展在實踐上存在困境和

4、矛盾，提升教師的倫理道德水平、教學和研究能力，不僅關系到高校的發(fā)展，而且關系到教師的職業(yè)生涯和自我價值實現(xiàn)的需要。二、高校教師發(fā)展的對策與建議1.健全培訓機制，加大培養(yǎng)力度。教師是教育事業(yè)的第一資源，教師隊伍的整體素質(zhì)是國家綜合實力之所系，發(fā)展教育，教師教育應該優(yōu)先。一些主要發(fā)達國家為解決現(xiàn)代學校教育面臨的各種問題，都把師資隊伍建設視為教育事業(yè)發(fā)展的關鍵。為了提高學校教育質(zhì)量以及優(yōu)化師資隊伍，必須從教師的培養(yǎng)、任用、進修各個階段有連貫性地提高現(xiàn)代教師的專業(yè)水平和資質(zhì)能力，即從終身學習理念出發(fā)，有機地統(tǒng)合教師的職前培養(yǎng)教育和在職培訓進修，使兩者在“教師教育”的概念上得以融合與升華，建立教師培訓和

5、終身教育體系。高校應加大教師隊伍建設力度，要有計劃地培養(yǎng)青年骨干教師，培養(yǎng)中青年學術帶頭人，培養(yǎng)科技創(chuàng)新團隊，加大資助力度。要有計劃、定期、分批將中、老教師進行“回爐”，充分保障教師進行培訓的權利。另一方面，作為教師本人，在當前不可能每位教師都進行進修學習的情況下，要從社會責任感、緊迫感的角度來反思自己。要善于接受新事物，“學，然后知不足；教，然后知困。”學習是名副其實的發(fā)動機，因為無論何種類型的知識和技能的獲取、運用和創(chuàng)新，都離不開學習。一專多能，不斷學習，使自己迅速適應新的形勢。2.增強責任感，與時俱進。教師的工作繁忙、瑣碎具有壓力，每日備課、上課、批改作業(yè)、做學生思想工作、處理班級事務等

6、等，如果教師沒有一個人生理想作為生活目標，沒有一個教育理念作為行動引導，沒有責任感，不知道自己終日忙碌為了什么，易形成職業(yè)倦怠。有人說，責任有魔力，人一旦被賦予責任，就馬上開始注意自己的影響，并嚴于律己，開始變得偉大和神圣起來。作為傳道授業(yè)解惑的高校教師，更應肩負社會責任感和使命感，“學為人師，行為示范”。應以天下為己任，以熱愛黨的教育事業(yè)為榮，應該具有正確的政治方向、高尚的道德品行、深厚的文化素養(yǎng)和扎實的專業(yè)知識，在教書育人上要不斷學習，探索。隨著課程教學體系、教學內(nèi)容、教學方法、教學手段等改革的不斷深入，隨著大學生的思想狀況，性格特點的不斷變化，教師教育思想和教育觀念要更新，要與時俱進，要

7、按照形勢的發(fā)展和學校的要求，實施教學改革與教育創(chuàng)新，注重知識技能教育和德育的結合，注重情感教學，突出實踐性知識的積累與構建等。3.重視與營造教師發(fā)展的適宜環(huán)境。高校在制定校規(guī)時，要實行以教師為主體的教職工代表大會制度，廣泛聽取教職工的意見和建議，實行民主決策、科學決策，維護教職工的合法權益。在對人性和教師職業(yè)的科學理解基礎上，以教師的發(fā)展為核心，努力發(fā)掘每位教師的獨特價值，營造適宜教師發(fā)展的空間和氛圍。使教師感到人文關懷和和諧的氣氛，能夠騰出更多的時間、更大的精力投入到教學中，提高教學質(zhì)量。作為教師，除了有敬業(yè)精神外，還要有永不滿足、不斷學習、不斷探索的精神。教師要想教好學生，必須具備淵博的學

8、識、敏銳的學術眼光和創(chuàng)新的專業(yè)思路。在教學中善于發(fā)現(xiàn)問題、探索問題，不斷形成新的理論性認識，提高自身的理論水平，并不斷拓寬和更新新的經(jīng)驗和知識面，不斷改進教學方法，提高教學質(zhì)量，使學生得以健康、全面發(fā)展，教師得以發(fā)展，高校得以發(fā)展，以適應時代發(fā)展的要求qcwa3ptgz7r4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgshls50clmtwn60eo8wgqv7xav2ohum32wgeauwydiawgmer4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgz7r4i30ka1dkagtg

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