【摘要】 根据建设的工作目标和任务,国内高校教师教学发展中心大致可以分为综合性教学服务型、学术与教学服务型、学术服务型以及教学辅助型四种类型。本研究使用问卷调查方法,对国内46所教师发展中心的从业者进行词频调查,试图对当前高校教师发展中心的定位做出分析。其中,涉及到教师发展中心的定位包含三个核心方面:一是属性定位,回答的是教师发展中心"应该是什么"的问题;二是功能定位,回答的是教师发展中心"应该干什么"的问题;三是学科定位,回答的是教师发展中心"如何可持续发展"的问题。通过词频分析,高校教师发展中心的属性定位大致可以分为九个类型:服务、咨询、专业发展、教学发展、研究、培训、资源、情感及评估。其所开展的业务工作可以概括为八个方面:教学发展(培训)、专业发展、咨询、评估、教师互助、资源、情感以及行政。当前高校教师发展中心实际运行过程中存在功能"错位"。教师发展中心与学科之间的相关关系以及学科归属问题可以归纳为四类词频:利用学科发展、促进学科发展、与学科相辅相成以及涉及学科基础。词频分析发现,当前各高校教师发展中心的定位正逐渐明晰,同时也存在定位不准、定位模糊、定位不匹配等问题,高校教师发展中心应进一步明晰定位,及时纠正和扭转定位偏差。应以问题为导向,以当前教师发展中心定位偏差与现实运行问题为出发点来重新调整定位;应以政策为导向,以教育部对于高校教师发展中心的定位要求为参照,兼顾院校特色重新明晰定位。更多还原

【Abstract】 According to the objectives and tasks of construction,the domestic centers of faculty development(CFDs)can be divided into four types:comprehensive teaching service,academic and teaching service,academic service and teaching assistance.In this study,the questionnaire survey method is used to analyze the frequency of 46CFDs in China,and attempts are made to analyze the current orientation of CFD.Among them,the orientation involves three core aspects.First,for orientation of attribution,it deals with"what CFD should be".Second,for orientation of function,it deals with"what CFD should do".Third,for the orientation of discipline,it deals with"how CFD makes sustainable development".Through the word frequency analysis,orientation of attribution of CFDs can be categorized into nine types and the work scope can be summarized as eight aspects.The comprehensive analysis can be seen as the"dislocation"in the current CFDs.Word frequency analysis shows that the relationship between the CFDs and the discipline’s attribution can be classified as four types.Through the analysis,this paper has found out that the current orientation of CFD is being clear gradually;however,there are still problems of inaccurate,fuzzy and unmatched positioning.CFD should make clear positioning,and correct and reverse the positioning bias.In this respect,CFD should,on one hand,be problem-oriented,with the current CFD positioning bias and the reality of operational problems as the starting point to re-adjust the positioning;on the other,it should be policy-oriented,with the Ministry of Education for the CFD positioning requirements as reference,taking into account the characteristics of institutions to re-clear positioning.更多还原