美国高校新教师发展的问题与策略

The Problems and Strategies of American New Faculty's Development

高校教师队伍的质量是决定高校教育教学质量的重要因素之一。新教师作为高校教师队伍不可或缺的一部分,其发展问题已经引起了美国高校的高度重视。二战以来,美国高校新教师发展研究经过了沉潜时期、萌芽时期、发展时期、完善时期这四个时期。新世纪以来,美国高校新教师发展过程中存在着压力增大、难以平衡教学和科研、同事关系疏远、工作与个人生活难以平衡、博士教育阶段没有做好成为高校新教师的准备等问题。为解决高校新教师在发展过程中遇到的问题,美国在新教师个人层面、高校层面和博士及博士后阶段都为新教师发展提供了相应的支持策略。这些策略呈现出个人、院系、高校各方面协同努力的特征,可以为我国高校新教师发展提供有益的借鉴。

The quality of teachers in colleges and universities is one of the importantfactors that determine the quality of teaching quality. As an integral part of the teachers incolleges and universities,new faculties have attracted much attention from the Americancolleges and universities. Since the World War II,research on the new faculty＇s develop-ment in American universities and colleges went through four periods：silent period,embry-onic period,development period,and improvement period. Since the new century,therehave been some problems in the process of the development of new faculties in Americanuniversities and colleges,such as the increasing pressure,the difficulty to balance teachingand research,the estranged colleagues＇ relations,the difficulty to balance work and person-al life and the lack of becoming a faculty in doctor period. In order to solve these problems,American have provided the corresponding support strategies for new faculty both in person-al level,the university level and the doctor / post-doctor period. These strategies presentthe characteristics of collaborative efforts in all aspects and can provide useful reference forthe development of new faculties in our colleges and universities.