“新手”高职教师教学能力发展特点与培育逻辑——基于社会支持理论的质性分析

• 作者： 叶晓璐 ¹ 廖传景 ² 梅卫阳 ¹ 彭永婧 ³
• 作者单位：
  1.  浙江工贸职业技术学院

  2.  温州大学

  3.  河南体育学院
• 通讯作者： 廖传景 
• 发布时间：2025-03-14

摘要: 当前，我国职业教育处于外延式扩张向内涵式发展转型的重要节点，高职教师的教学能力发展是推动高职教育高质量发展的关键因素。文章采用质性研究的个案分析方法，基于以教学为核心的新时代高职教师专业能力标准与社会支持理论，对8位入职3年内的“新手”高职教师进行深度访谈，通过对教学能力发展中高职教师对周围环境资源利用情况的探讨，总结“新手”高职教师的教学能力发展阶段，即教学适应期（第一年）、教学优化期（第二年）、教学创新期（第三年）以及不同发展阶段在目标、困境、路径上的特征。以阶段性成长为焦点优化“新手”培育逻辑、以多主体合作为依托确立“帮扶”指导小组、以职业幸福感为核心落实“赋能”心理援助，有利于促进“新手”高职教师的教学能力发展。

Abstract: Currently, vocational education in China is at an important juncture in the transformation from extensive expansion to connotative development. The development of teaching abilities of higher vocational college teachers is a key factor in promoting the high-quality development of higher vocational education. This paper adopts the case analysis method of qualitative research. Based on the professional competence standards for higher vocational college teachers in the new era with teaching as the core and the social support theory, in-depth interviews were conducted with eight "novice" higher vocational college teachers within three years of their employment. By exploring the utilization of surrounding environmental resources by higher vocational college teachers in the development of teaching abilities, this paper summarizes the development stages of teaching abilities of "novice" higher vocational college teachers, namely the teaching adaptation period (the first year), the teaching optimization period (the second year), and the teaching innovation period (the third year), as well as the characteristics in goals, difficulties, and paths at different development stages. Optimizing the cultivation logic for "novices" with phased growth as the focus, establishing "support" guidance groups relying on multi-subject cooperation, and implementing "empowerment" psychological assistance with career well-being as the core are conducive to promoting the development of teaching abilities of "novice" higher vocational college teachers.

• 来自： 叶晓璐
• 分类： 教育学 >> 职业技术教育学
• 稿件状态： 已被期刊评审中
• 引用： PSSXiv:202503.01214 (或此版本 PSSXiv:202503.01214V1)
  DOI:10.12451/202503.01214
  CSTR:32012.36.PSSXiv.202503.01214
• 推荐引用方式： 叶晓璐,廖传景,梅卫阳,彭永婧.“新手”高职教师教学能力发展特点与培育逻辑——基于社会支持理论的质性分析.哲学社会科学预印本平台:https://zsyyb.cn/abs/202503.01214.[PSSXiv:202503.01214V1] (点此复制)