高校教师发展及其主体回归

Faculty Development and the Return of Human Subject

中国高等教育面临着日益复杂、多元的社会环境,教师的发展得益于外界的各类培训、各种培养,但教师的成长与发展不能因此而陷于“被动的发展”“强制的发展”抑或是“跟从的发展”。中国高校教师发展实践中存在的诸多问题究其根源可以归因为“人学空场”。高等教育是一个主体生成的场域,没有主体生命的在场,就不可能有真正的人的发展。以人的全面自由发展为目标的高校教师发展必须以人为本,从教师发展的内在驱动和外部推动两个维度辩证施策,实现高校教师发展的主体回归。

Higher education in China is facing an increasingly complex and pluralistic social environment. Faculty do benefits from all kinds of external trainings, but they cannot be trapped in the development of the "passive", "compulsory" or "follow-up" development. The root causes of many problems in the practice of faculty development in China can be attributed to the Absence of Human. Higher education is a field of subject-generation. Without the presence of life, there can be no real human development. Aiming at the comprehensive and free development of human beings, the faculty development must be people-oriented. In order to realize the return of human subject of the faculty, measures should be taken from two dimensions of internal motivations and external drives.