摘要
国家高教司于2012年启动首批教师发展示范中心遴选工作,标志着"教师发展中心"的建设开始成为我国高等教育内涵发展的一项战略性工程。作为高教研究热点,教师发展中心的功能定位一直存有争议和困惑,笔者针对此类问题试图从美国、英国高校教师发展中心的经验启示以及马斯洛需求理论深入分析教师发展中心的功能定位,以期给目前高校教师发展中心建设的理论研究和实践探索提供一些参考性意见。
The Department of Higher Education initiated selection of first demonstration centers for faculty development in 2012,which marks that the construction of ＂faculty development centers＂ has become a strategic project to develop Chinas higher educationconnotation. As a hot issue of higher education researches, the functions of faculty development Centers has long been controversialand confusing. Applying Maslows hierarchy of needs, this paper tries to analyze the functions of faculty developmentcenters with a reference to their American and British counterparts. It is meant to provide some consultative information for boththeoretical researches and practical explorations of current university faculty development centers.
作者
王琼
WANG Qiong ZHAO Ke(Dept, of Organization, Nanjing University of Science and Technology,Nanjing, Jiangsu,210094)
出处
《南京理工大学学报（社会科学版）》
2016年第5期81-84,共4页
Journal of Nanjing University of Science and Technology：Social Sciences
基金
南京理工大学2014年度高教研究立项资助课题"高校教师发展中心的功能及运行机制研究"的阶段性成果之一
关键词
教师发展中心
功能定位
教育规模
培训
university faculty development center
function orientation
education scale
training
