技术本科院校教师专业发展研究
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摘要
技术本科院校是实施本科层次技术教育的高等院校,以培养技术应用型人才为主要目标,其服务对象以先进制造业和现代服务业为主。与其他应用型本科院校的不同之处在于,这类高校强调为技术领域培养技术应用型人才和为应用技术开发服务,其办学定位和人才培养目标与其他高校有着显著的差异。这种特殊的办学定位和人才培养目标也对技术本科院校教师的专业发展提出了特殊的要求。本研究的对象是“技术本科院校教师专业发展”,关键词主要有两个：“技术本科院校”和“教师专业发展”。本研究首先从技术本科院校教师专业发展的问题入手,借助国内外教师专业发展的相关理论,在分析技术本科院校教师专业素质特殊要求的基础上提出教师专业发展的策略,并通过行动研究进行验证。具体来说,研究的内容主要包括以下几个方面：
第一部分,绪论。主要从技术本科院校给教师的专业发展提出的问题出发,重点在于梳理研究现状以及现有的研究对技术本科院校教师专业发展可供借鉴的地方以及存在的不足。随着我国科教兴国战略的实施以及高等教育的快速发展与结构性调整,一批技术本科院校应运而生,并提出以培养技术应用型人才为主要目标。在这一形势下,技术本科院校的产生和发展必然会对从事技术教育工作的教师提出新的要求,要求技术本科院校的教师要具备与本科技术应用型人才培养相匹配的知识、能力和素质。然而,由于技术本科院校属于新建本科院校的范畴,学校各项工作正处于由专科向本科转型、由合格发展向特色发展转型时期,现有教师队伍的专业能力还滞后于技术应用型人才培养任务的要求,这是发展中的问题,需要我们在发展中及时总结、提炼可资借鉴的经验,提出可行的策略推进技术本科院校教师的专业发展,以期解决教师专业能力不能满足现有人才培养的矛盾。绪论部分着眼于现存问题的分析,回答了为什么要研究技术本科院校教师专业发展等问题；立足于国内外研究现状的梳理,找到了本研究的起点以及研究的侧重点；此外,绪论部分也界定了本研究的研究范围和基本概念,对研究的总体内容和研究方法也做了概括性介绍。
第二部分,技术本科院校教师专业发展的现状与问题。从技术本科院校及技术本科院校教师专业发展的现状出发,揭示技术本科院校教师专业发展存在的问题,即如何根据技术本科院校人才培养的特殊性,建设一支符合技术本科院校发展需要的、有特色的教师队伍。经过本研究的调查发现,随着技术本科院校的不断发展,近年来技术本科院校教师队伍也获得了稳步发展,集中表现在教师总量迅速增长,教师队伍结构进一步优化,高层次人才聚集成效初步显现,教师队伍的特色也越加明显。然而,研究也发现,在取得成效的同时,技术本科院校教师队伍还存在着不少问题,例如,高层次教师队伍严重不足、教师技术实践能力缺失、教师引进和培养缺少技术实践取向的系统规划等等,产生这些问题的根源之一是忽视了教师的专业发展。为了真实了解技术本科院校教师专业发展的现状,笔者选取上海地区一所技术本科院校作为研究样本,并通过问卷的方式对教师的专业知识水平、科研水平、教学水平、工程技术水平(实践背景)展开深度调查,并通过调查结果的比较分析以及其他技术本科院校教师专业发展状况的综合分析发现：目前,技术本科院校教师专业发展存在的主要问题是教师专业发展意识淡薄、专业知识更新慢、知识结构不合理、部分教师职业理想缺失、工作满意度较低、在职进修与培训途径受限、教师专业发展缺乏有利的环境支持、专业发展的评价机制不健全等等。产生这些问题的因素是多方面的,既有个体的因素,也有外在环境和制度的因素。
第三部分,技术本科院校教师专业发展的理论支撑。主要介绍教师专业发展理论的价值取向、过程理论、模式与策略理论,并通过借鉴这些基本理论为技术本科院校教师的专业发展策略提供理论支撑和指导。教师的专业发展首先取决于价值取向,目前教师专业发展理论的取向大致分为三类：理智取向、实践—反思取向和生态取向。由于三种取向基于不同的假设和思想背景,在对教师专业发展等关键问题上的理解有所不同,对教师专业发展的实践也有不同的指导和启示。从已有的研究成果来看,学者使用的专业发展研究框架大致可以归纳为五种类型：职业／生命周期研究框架、心理发展研究框架、教师社会化框架、“关注”研究框架和综合研究框架。这几种类型为本研究提供了研究框架、研究视角、研究思路和内容上的借鉴,为后续的研究奠定了理论基础。教师专业发展的理论表明,技术本科院校教师的专业发展是阶段性、终身的过程,其发展阶段也是多维和多领域的过程；技术本科院校的教师主要是教学者,是学习者、研究者,其专业发展必须与学校改革同时进行。
第四部分,技术本科教育对教师专业发展的规定性。分析研究技术本科教育的内涵与实质,揭示技术本科院校的特点。在此基础上分析技术本科院校对教师队伍的素质要求,着重分析技术本科院校教师专业发展的特殊性。技术本科教育是实施技术师基本训练的教育,与工程教育同‘级’,但有‘类’差；与专科技术教育同‘类’,但有‘级’差的教育。技术本科院校是实施本科层次技术教育为主体的普通高校,技术本科院校教师专业发展既要遵循教师专业发展的共同特点和规律,同时,也要重视技术本科院校教师专业发展的特殊性。技术本科教育教师的能力素质首先在群体上要注重技术性、综合性、应用性。在此基础上,按照不同的发展模式,促进技术本科院校教师专业发展的多样化。
第五部分,技术本科院校教师专业发展的支持系统。主要从应然状态分析技术本科院校教师专业发展所需具备的制度建设、文化环境和经验支撑,这是确保技术本科院校教师专业发展的重要保障。技术本科院校教师专业发展是个多领域、多维的系统,它的发展成效依赖于各种条件的支持：从制度层面,应针对教师专业发展的制度困境,建立技术本科院校的教师教育制度、评聘制度、激励制度等,从多方面予以保障；从组织文化层面,要确立技术本科院校教师的生命观,树立技术本科院校共同的价值观与愿景,创设技术本科院校教师合作学习的工作机制,只有这样才能促进技术本科院校教师专业发展的有效性。
第六部分,技术本科院校教师专业发展的行动探究。通过剖析上海xx学院这个具体案例,着重就技术本科院校教师专业发展的价值取向、专业发展的内容、专业发展的阶段和专业发展的途径进行实然分析,提出技术本科院校教师专业发展的基本策略。技术本科教育人才培养的独特性、技术本科院校教师的特殊素质要求及其工作特征决定了技术本科院校教师专业发展的“自我更新”取向。技术本科院校教师专业发展的内容主要包括专业知识、专业技能和专业态度等；专业发展时期可分为职前教育期、职初期、适应与过渡期、胜任期、成熟期、稳定期、退休期七个阶段,每个阶段都有各自的特征和阶段发展要求。在前期研究的基础上,本研究提出了技术本科院校教师专业发展的策略,该策略包含四个层面、六项措施和三个计划。四个层面分别是：在国家层面,构建职前职后一体化的教师专业发展新体系和新机制；在社会层面,建立校企共建、工学结合的教师专业发展新模式；在院校层面,深刻挖掘校本进修在技术本科院校教师专业发展中的潜力；在教师层面,充分调动技术本科院校教师自我发展的主动性和积极性。六项措施分别是：实施校本培训、依托校本课程开发、有效开展行动研究、积极开展教学反思、构建教师专业发展共同体、进行科学的教师评价。三个计划分别是：实施技术本科院校“教师产学研践习计划”、“中青年教师国外访学进修计划”、“青年骨干教师国内访问学者计划”。
Technical universities implement the undergraduate level technical education as the main body with training technical talent as the main target. They mainly serve advanced manufacturing and modern service industry. Compared with other application-oriented universities, technical universities put emphasis on cultivating technical talents in technical fields and serve the applied technology exploration and development. Their school orientation and personnel training objectives are also obviously different from other types of universities. So this distinctive school orientation and personnel training objectives put forward special requirements for their teachers. The objective of this study is "professional development of technical universities teachers"."Technical universities" and "professional development of teachers" are the two key words. Therefore, the study begins with the issues and problems of these technical universities teachers. Based on existing problems, the thesis analyzes the special qualities requirements for technical universities teachers by using related theories of teachers'professional development both home and abroad and proposes the strategies for teachers'professional development. Action research is applied to verify these strategies. To be more specific, the study includes the following parts: Part I Introduction The thesis starts from the issues of teachers'professional development raised by the development of technical universities and then systematically reviews the existing researches as well as the merits and deficiencies of the existing studies for the professional development of technical universities teachers. With the implementation of the strategy of invigorating the country through science, technology and education and the rapid development and structural adjustment of higher education, a number of technical universities came into being with training technical talent as the main target. In this situation, the emergence and development of the undergraduate universities put forward new requirements for their teachers, that is, they can equip themselves with the matching knowledge, ability and quality as technical universities require. However, as newly-built undergraduate universities, they are in the transitional stage: from college to university and from qualification development to distinctiveness development. At the same time, the professional ability of current teachers also lags behind the requirements of the technical and applied talents. Thus we should sum up such problems timely, refine some experience, and therefore put forward some viable strategies to promote their teachers' professional development. In this way, teachers'lack of professional ability can be solved. The introduction part is not only focused on the analysis of existing problems, but also answers why their teachers'professional development should be studied; furthermore, it systematically reviews the existing research to find the focus of the study. In addition, it also defines the scope and the basic concept of the study and overviews the overall content of the study and research method.
Part Ⅱ The present situation and issues of technical universities teachers' professional development This part reveals the problems of technical universities teachers' professional development from the current situation of technical universities and their teachers' professional development. The problems, in other words, mean how to build a teaching team of distinguishing features which can meet the requirements of the development of technical universities in line with the distinctive nature of the technical universities personnel training. With the increasing development of technical universities, this study finds that technical universities teachers have developed steadily in recent years in the following aspects:the rapid growth of teacher aggregate; further optimizing teachers structure; preliminary appearance of high-level personnel aggregation effect; the distinctive features of the teachers team being more and more obvious. However, it also finds that there are many problems among technical universities teachers in some aspects, such as, a serious shortage of high-level teachers' team, teachers' lack of technical and practical ability, as well as lack of system planning of technical, practical orientation on teachers' introduction and cultivation. To truly understand the current situation of technical universities teachers' professional development, the author selects one of technical universities in Shanghai as her study sample, and deeply investigates teachers' professional knowledge level, scientific research level, teaching level and engineering technical level through questionnaire. After analyzing the research results and the overall analysis of the current situation of teachers' professional development of other technical universities, it can be found that there are main problems among teachers' professional development, such as, weak awareness of teachers' professional development, update professional knowledge being slow, irrational knowledge structure, some teachers lacking of career aspirations, low job satisfaction, limited training and education for teachers, lack of favorable environment for teachers' professional development and imperfect of evaluation mechanism of professional development. All in all, there are various factors influencing the above problems, both the individual factors and the external environment and system factors.
Part Ⅲ Theory support for the professional development of technical universities teachers This part mainly introduces the value orientation, process theory, and model and strategies theory of teachers' professional development. Using these theories as a resource of references provides theoretical support and guidance for teachers' professional development. It firstly depends on their value orientation including rational orientation, practice-reflection orientation and ecological orientation. These three orientations base on different assumptions and ideological backgrounds and differ from each other on main issues, such as understanding the concept of teachers' professional development as well as guiding and inspiring the practice of teachers'professional development. From the current research results, it can be seen that professional development research framework employed by scholars can be roughly summarized as five types:career/life cycle framework, psychological development research framework, teachers socializing framework,"attention" research framework and integrated research framework. These above types provide research framework, research perspective, research ideas and content-reference for this thesis research and lay a theoretical foundation for the follow-up study. Teachers'professional development theory indicates that teachers'professional development of technical universities is a periodical and life-long process, and its development stage is a multi-dimensional and multi-domain process. Technical universities teachers are mainly composed of teaching teachers, learners and researchers and their professional development should be consistent with the universities reform.
Part Ⅳ Regulations of undergraduate technical education on teachers'professional development The study and analysis of the connotation and essence of technical universities' education reveals the characteristics of technical universities. Based on these characteristics, a further analysis is done of the quality requirements for technical universities teachers especially focusing on the distinctive features of teacher professional development. Technical universities education aims at the elementary training of professional technicians. It has the same "level" with engineering education though belonging to different categories, but it can be categorized as the same kind of education with the technical education, though they differ in the "level". As common universities, technical universities implement the undergraduate level technical education as the main body. Teachers'professional development of these universities not only adheres to its common characteristics and laws, but also attaches great importance to its particularity. Their teachers'ability firstly focuses on technicality, integrity and applicability, and then based on it, according to different development model, the diversification of their teachers'professional development would be further promoted.
Part Ⅴ The supporting system for technical university teachers'professional development This part mainly analyzes the required system building, culture environment and experience support of teachers'professional development from a "should be" angle, which is an essential guarantee to ensure the technical universities teachers'professional development. Teachers' professional development of technical universities is a multi-field, multi-dimensional system. Its development effectiveness depends on the support from various conditions:From the system level, in regard of the system plight of teachers'professional development, it should establish teachers' education system, assess&engagement system, incentive system; From organization&culture system, it should establish teachers'outlook of life, maintain its shared values and vision, as well as create teachers'cooperative learning mechanism of technical universities so as to promote the effectiveness of teachers'professional development of technical universities.
Part VI An action research of technical universities teachers' professional development The last part focuses on the reality analysis of the value orientation, professional development contents, professional development stages and professional development approaches of the technical universities teachers through a deep analysis of a case study of Shanghai XX college and then proposes the basic strategies of technical universities teachers'professional development."Self-renewal" orientation of teachers'professional development of technical universities is determined by many factors, such as the uniqueness of personnel education and cultivation of technical universities, special quality requirements for their teachers, as well as its work characteristics. Teachers'professional development content contains major knowledge, professional skills and professional attitude. Professional development period can be divided into seven stages:pre-education period, early occupation period, transitional period, competent period, mature period, stable period and retiring period. Thus, each stage has its own characteristics and development requirements. On the basis of the preliminary studies, this research proposes strategies----containing four levels, six measures and three programmers---for teachers' professional development of technical universities. Four levels are as follows:at the national level, building a new system and mechanism of teachers'professional development; at the social level, building a new model of school---enterprise cooperation as well as practice---learning combination; at the universities level, deeply digging school-based education's potential on teachers'professional development of technical universities; at the teachers level, fully inspiring teachers'initiative and enthusiasm. Six measures are:implementing university-based training, university-based curriculum development, effective action research, effective teaching reflection, building the teacher professional development community as well as scientific teacher evaluation. Three programs are:"program of combination of teachers'practice, learning and research","program of middle-aged teachers going abroad for academic visit" and "program of outstanding young teachers'domestic exchange scholars".
第一部分,绪论。主要从技术本科院校给教师的专业发展提出的问题出发,重点在于梳理研究现状以及现有的研究对技术本科院校教师专业发展可供借鉴的地方以及存在的不足。随着我国科教兴国战略的实施以及高等教育的快速发展与结构性调整,一批技术本科院校应运而生,并提出以培养技术应用型人才为主要目标。在这一形势下,技术本科院校的产生和发展必然会对从事技术教育工作的教师提出新的要求,要求技术本科院校的教师要具备与本科技术应用型人才培养相匹配的知识、能力和素质。然而,由于技术本科院校属于新建本科院校的范畴,学校各项工作正处于由专科向本科转型、由合格发展向特色发展转型时期,现有教师队伍的专业能力还滞后于技术应用型人才培养任务的要求,这是发展中的问题,需要我们在发展中及时总结、提炼可资借鉴的经验,提出可行的策略推进技术本科院校教师的专业发展,以期解决教师专业能力不能满足现有人才培养的矛盾。绪论部分着眼于现存问题的分析,回答了为什么要研究技术本科院校教师专业发展等问题；立足于国内外研究现状的梳理,找到了本研究的起点以及研究的侧重点；此外,绪论部分也界定了本研究的研究范围和基本概念,对研究的总体内容和研究方法也做了概括性介绍。
第二部分,技术本科院校教师专业发展的现状与问题。从技术本科院校及技术本科院校教师专业发展的现状出发,揭示技术本科院校教师专业发展存在的问题,即如何根据技术本科院校人才培养的特殊性,建设一支符合技术本科院校发展需要的、有特色的教师队伍。经过本研究的调查发现,随着技术本科院校的不断发展,近年来技术本科院校教师队伍也获得了稳步发展,集中表现在教师总量迅速增长,教师队伍结构进一步优化,高层次人才聚集成效初步显现,教师队伍的特色也越加明显。然而,研究也发现,在取得成效的同时,技术本科院校教师队伍还存在着不少问题,例如,高层次教师队伍严重不足、教师技术实践能力缺失、教师引进和培养缺少技术实践取向的系统规划等等,产生这些问题的根源之一是忽视了教师的专业发展。为了真实了解技术本科院校教师专业发展的现状,笔者选取上海地区一所技术本科院校作为研究样本,并通过问卷的方式对教师的专业知识水平、科研水平、教学水平、工程技术水平(实践背景)展开深度调查,并通过调查结果的比较分析以及其他技术本科院校教师专业发展状况的综合分析发现：目前,技术本科院校教师专业发展存在的主要问题是教师专业发展意识淡薄、专业知识更新慢、知识结构不合理、部分教师职业理想缺失、工作满意度较低、在职进修与培训途径受限、教师专业发展缺乏有利的环境支持、专业发展的评价机制不健全等等。产生这些问题的因素是多方面的,既有个体的因素,也有外在环境和制度的因素。
第三部分,技术本科院校教师专业发展的理论支撑。主要介绍教师专业发展理论的价值取向、过程理论、模式与策略理论,并通过借鉴这些基本理论为技术本科院校教师的专业发展策略提供理论支撑和指导。教师的专业发展首先取决于价值取向,目前教师专业发展理论的取向大致分为三类：理智取向、实践—反思取向和生态取向。由于三种取向基于不同的假设和思想背景,在对教师专业发展等关键问题上的理解有所不同,对教师专业发展的实践也有不同的指导和启示。从已有的研究成果来看,学者使用的专业发展研究框架大致可以归纳为五种类型：职业／生命周期研究框架、心理发展研究框架、教师社会化框架、“关注”研究框架和综合研究框架。这几种类型为本研究提供了研究框架、研究视角、研究思路和内容上的借鉴,为后续的研究奠定了理论基础。教师专业发展的理论表明,技术本科院校教师的专业发展是阶段性、终身的过程,其发展阶段也是多维和多领域的过程；技术本科院校的教师主要是教学者,是学习者、研究者,其专业发展必须与学校改革同时进行。
第四部分,技术本科教育对教师专业发展的规定性。分析研究技术本科教育的内涵与实质,揭示技术本科院校的特点。在此基础上分析技术本科院校对教师队伍的素质要求,着重分析技术本科院校教师专业发展的特殊性。技术本科教育是实施技术师基本训练的教育,与工程教育同‘级’,但有‘类’差；与专科技术教育同‘类’,但有‘级’差的教育。技术本科院校是实施本科层次技术教育为主体的普通高校,技术本科院校教师专业发展既要遵循教师专业发展的共同特点和规律,同时,也要重视技术本科院校教师专业发展的特殊性。技术本科教育教师的能力素质首先在群体上要注重技术性、综合性、应用性。在此基础上,按照不同的发展模式,促进技术本科院校教师专业发展的多样化。
第五部分,技术本科院校教师专业发展的支持系统。主要从应然状态分析技术本科院校教师专业发展所需具备的制度建设、文化环境和经验支撑,这是确保技术本科院校教师专业发展的重要保障。技术本科院校教师专业发展是个多领域、多维的系统,它的发展成效依赖于各种条件的支持：从制度层面,应针对教师专业发展的制度困境,建立技术本科院校的教师教育制度、评聘制度、激励制度等,从多方面予以保障；从组织文化层面,要确立技术本科院校教师的生命观,树立技术本科院校共同的价值观与愿景,创设技术本科院校教师合作学习的工作机制,只有这样才能促进技术本科院校教师专业发展的有效性。
第六部分,技术本科院校教师专业发展的行动探究。通过剖析上海xx学院这个具体案例,着重就技术本科院校教师专业发展的价值取向、专业发展的内容、专业发展的阶段和专业发展的途径进行实然分析,提出技术本科院校教师专业发展的基本策略。技术本科教育人才培养的独特性、技术本科院校教师的特殊素质要求及其工作特征决定了技术本科院校教师专业发展的“自我更新”取向。技术本科院校教师专业发展的内容主要包括专业知识、专业技能和专业态度等；专业发展时期可分为职前教育期、职初期、适应与过渡期、胜任期、成熟期、稳定期、退休期七个阶段,每个阶段都有各自的特征和阶段发展要求。在前期研究的基础上,本研究提出了技术本科院校教师专业发展的策略,该策略包含四个层面、六项措施和三个计划。四个层面分别是：在国家层面,构建职前职后一体化的教师专业发展新体系和新机制；在社会层面,建立校企共建、工学结合的教师专业发展新模式；在院校层面,深刻挖掘校本进修在技术本科院校教师专业发展中的潜力；在教师层面,充分调动技术本科院校教师自我发展的主动性和积极性。六项措施分别是：实施校本培训、依托校本课程开发、有效开展行动研究、积极开展教学反思、构建教师专业发展共同体、进行科学的教师评价。三个计划分别是：实施技术本科院校“教师产学研践习计划”、“中青年教师国外访学进修计划”、“青年骨干教师国内访问学者计划”。
Technical universities implement the undergraduate level technical education as the main body with training technical talent as the main target. They mainly serve advanced manufacturing and modern service industry. Compared with other application-oriented universities, technical universities put emphasis on cultivating technical talents in technical fields and serve the applied technology exploration and development. Their school orientation and personnel training objectives are also obviously different from other types of universities. So this distinctive school orientation and personnel training objectives put forward special requirements for their teachers. The objective of this study is "professional development of technical universities teachers"."Technical universities" and "professional development of teachers" are the two key words. Therefore, the study begins with the issues and problems of these technical universities teachers. Based on existing problems, the thesis analyzes the special qualities requirements for technical universities teachers by using related theories of teachers'professional development both home and abroad and proposes the strategies for teachers'professional development. Action research is applied to verify these strategies. To be more specific, the study includes the following parts: Part I Introduction The thesis starts from the issues of teachers'professional development raised by the development of technical universities and then systematically reviews the existing researches as well as the merits and deficiencies of the existing studies for the professional development of technical universities teachers. With the implementation of the strategy of invigorating the country through science, technology and education and the rapid development and structural adjustment of higher education, a number of technical universities came into being with training technical talent as the main target. In this situation, the emergence and development of the undergraduate universities put forward new requirements for their teachers, that is, they can equip themselves with the matching knowledge, ability and quality as technical universities require. However, as newly-built undergraduate universities, they are in the transitional stage: from college to university and from qualification development to distinctiveness development. At the same time, the professional ability of current teachers also lags behind the requirements of the technical and applied talents. Thus we should sum up such problems timely, refine some experience, and therefore put forward some viable strategies to promote their teachers' professional development. In this way, teachers'lack of professional ability can be solved. The introduction part is not only focused on the analysis of existing problems, but also answers why their teachers'professional development should be studied; furthermore, it systematically reviews the existing research to find the focus of the study. In addition, it also defines the scope and the basic concept of the study and overviews the overall content of the study and research method.
Part Ⅱ The present situation and issues of technical universities teachers' professional development This part reveals the problems of technical universities teachers' professional development from the current situation of technical universities and their teachers' professional development. The problems, in other words, mean how to build a teaching team of distinguishing features which can meet the requirements of the development of technical universities in line with the distinctive nature of the technical universities personnel training. With the increasing development of technical universities, this study finds that technical universities teachers have developed steadily in recent years in the following aspects:the rapid growth of teacher aggregate; further optimizing teachers structure; preliminary appearance of high-level personnel aggregation effect; the distinctive features of the teachers team being more and more obvious. However, it also finds that there are many problems among technical universities teachers in some aspects, such as, a serious shortage of high-level teachers' team, teachers' lack of technical and practical ability, as well as lack of system planning of technical, practical orientation on teachers' introduction and cultivation. To truly understand the current situation of technical universities teachers' professional development, the author selects one of technical universities in Shanghai as her study sample, and deeply investigates teachers' professional knowledge level, scientific research level, teaching level and engineering technical level through questionnaire. After analyzing the research results and the overall analysis of the current situation of teachers' professional development of other technical universities, it can be found that there are main problems among teachers' professional development, such as, weak awareness of teachers' professional development, update professional knowledge being slow, irrational knowledge structure, some teachers lacking of career aspirations, low job satisfaction, limited training and education for teachers, lack of favorable environment for teachers' professional development and imperfect of evaluation mechanism of professional development. All in all, there are various factors influencing the above problems, both the individual factors and the external environment and system factors.
Part Ⅲ Theory support for the professional development of technical universities teachers This part mainly introduces the value orientation, process theory, and model and strategies theory of teachers' professional development. Using these theories as a resource of references provides theoretical support and guidance for teachers' professional development. It firstly depends on their value orientation including rational orientation, practice-reflection orientation and ecological orientation. These three orientations base on different assumptions and ideological backgrounds and differ from each other on main issues, such as understanding the concept of teachers' professional development as well as guiding and inspiring the practice of teachers'professional development. From the current research results, it can be seen that professional development research framework employed by scholars can be roughly summarized as five types:career/life cycle framework, psychological development research framework, teachers socializing framework,"attention" research framework and integrated research framework. These above types provide research framework, research perspective, research ideas and content-reference for this thesis research and lay a theoretical foundation for the follow-up study. Teachers'professional development theory indicates that teachers'professional development of technical universities is a periodical and life-long process, and its development stage is a multi-dimensional and multi-domain process. Technical universities teachers are mainly composed of teaching teachers, learners and researchers and their professional development should be consistent with the universities reform.
Part Ⅳ Regulations of undergraduate technical education on teachers'professional development The study and analysis of the connotation and essence of technical universities' education reveals the characteristics of technical universities. Based on these characteristics, a further analysis is done of the quality requirements for technical universities teachers especially focusing on the distinctive features of teacher professional development. Technical universities education aims at the elementary training of professional technicians. It has the same "level" with engineering education though belonging to different categories, but it can be categorized as the same kind of education with the technical education, though they differ in the "level". As common universities, technical universities implement the undergraduate level technical education as the main body. Teachers'professional development of these universities not only adheres to its common characteristics and laws, but also attaches great importance to its particularity. Their teachers'ability firstly focuses on technicality, integrity and applicability, and then based on it, according to different development model, the diversification of their teachers'professional development would be further promoted.
Part Ⅴ The supporting system for technical university teachers'professional development This part mainly analyzes the required system building, culture environment and experience support of teachers'professional development from a "should be" angle, which is an essential guarantee to ensure the technical universities teachers'professional development. Teachers' professional development of technical universities is a multi-field, multi-dimensional system. Its development effectiveness depends on the support from various conditions:From the system level, in regard of the system plight of teachers'professional development, it should establish teachers' education system, assess&engagement system, incentive system; From organization&culture system, it should establish teachers'outlook of life, maintain its shared values and vision, as well as create teachers'cooperative learning mechanism of technical universities so as to promote the effectiveness of teachers'professional development of technical universities.
Part VI An action research of technical universities teachers' professional development The last part focuses on the reality analysis of the value orientation, professional development contents, professional development stages and professional development approaches of the technical universities teachers through a deep analysis of a case study of Shanghai XX college and then proposes the basic strategies of technical universities teachers'professional development."Self-renewal" orientation of teachers'professional development of technical universities is determined by many factors, such as the uniqueness of personnel education and cultivation of technical universities, special quality requirements for their teachers, as well as its work characteristics. Teachers'professional development content contains major knowledge, professional skills and professional attitude. Professional development period can be divided into seven stages:pre-education period, early occupation period, transitional period, competent period, mature period, stable period and retiring period. Thus, each stage has its own characteristics and development requirements. On the basis of the preliminary studies, this research proposes strategies----containing four levels, six measures and three programmers---for teachers' professional development of technical universities. Four levels are as follows:at the national level, building a new system and mechanism of teachers'professional development; at the social level, building a new model of school---enterprise cooperation as well as practice---learning combination; at the universities level, deeply digging school-based education's potential on teachers'professional development of technical universities; at the teachers level, fully inspiring teachers'initiative and enthusiasm. Six measures are:implementing university-based training, university-based curriculum development, effective action research, effective teaching reflection, building the teacher professional development community as well as scientific teacher evaluation. Three programs are:"program of combination of teachers'practice, learning and research","program of middle-aged teachers going abroad for academic visit" and "program of outstanding young teachers'domestic exchange scholars".
引文
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