美国大学教师发展的历史进程及其启示

The History of Faculty Development in U.S. and Its Enlightenment

在20世纪60年代末,美国大学教师发展只是少数高校的自发行为,采用了一些零星的项目。到70年代,项目制逐渐确立起来,高校对教学空前重视,并得到外部基金会的资助。进入80年代,教学促进中心大量出现,这些中心拥有稳定的经费支持。90年代,大学教师发展中心普遍设立,兼职教师和终身教职教师的发展问题被提上日程。目前国内对大学教师重评价、轻发展的倾向很严重。一方面,高校没有为教师提供发展的环境和氛围;另一方面,教师疲于应对各种考核,没有时间和精力来关注个人的发展问题。

The faculty development in U. S. could date back to the end of 1960, when instructional development was an important issue and only a few colleges and universities paid attention to it. In the past forty years, faculty development in U. S . had developed into a mature system, and different periods had different characteristics. Now institutions of higher education in China focus on faculty evaluation but neglect their development, therefore many faculty suffer from job burnout. Faculty development in China becomes a serious problem and should be paid attention to, So learning from the experience of faculty development in U. S. is significant.