AMO理论视角下美国文理学院教师教学发展研究

Research on American Liberal Arts College Teachers’ Teaching Development from Perspective of AMO Theory

文理学院作为美国高等教育中的一种独特类型,以本科教育为根本,强调教学为重,在促进教师教学发展方面具有较为成熟的理念与制度。AMO理论作为高校人力资源管理的可行性理论视角,涵盖能力(Ability)、动机(Motivation)和机会(Opportunity)等三个维度。基于此理论视角,来探讨美国文理学院教师教学发展的主要路径,即教学能力的基本保障、教学发展的动机驱动、教学发展的机会支持。进一步总结出文理学院教师教学发展的特征:以学院制度为保障,推动组织与教师协同发展;以融合路径为关键,促进教师教学发展;以职业认同为助力,注重教师个体发展。通过梳理美国文理学院教师教学发展的内涵与特征,以期为我国提供一定的借鉴。

As a unique type of American higher education, the liberal arts colleges take undergraduate education as the foundation, emphasize teaching as the priority, and have a relatively mature concept and system in promoting the teacher instructional development. As a feasible theoretical perspective of human resource management in universities, AMO theory covers three dimensions: ability, motivation and opportunity. Based on this theoretical perspective, this paper discusses the main paths of the teaching development in American liberal arts college teachers: the foundation of instructional ability, the motivation drive of instructional development, and the opportunity construction of instructional development. This paper further summarizes the characteristics of instructional development in American liberal arts college teachers: to promote the collaborative development of organizations and teachers with the college system as the guarantee;to improve the development of teacher instructional with the integration path as the key;to focus on the individual development of teachers with the help of professional identity. By combing the connotation and characteristics of teacher instructional development in American liberal arts colleges, we hope to provide some reference for our country.