上海交通大学学报（医学版）

›› 2011, Vol. 31 ›› Issue (10): 1457-.doi: 10.3969/j.issn.1674-8115.2011.10.022

• 论著（卫生事业管理） • 上一篇    下一篇

医药高职教师专业发展的现状调查和对策分析

唐红梅1,2, 李 杨3, 王馥明1   

  1. 1.上海医药高等专科学校, 上海 201318； 2.浙江大学社会医学与全科医学研究所, 杭州 310058； 3.上海师范大学, 上海200234
  • 出版日期:2011-10-28 发布日期:2011-10-27
  • 通讯作者: 王馥明, 电子信箱: wangfuming888888@hotmail.com。
  • 作者简介:唐红梅(1968—), 女, 主治医师, 博士；电子信箱: hmtang@shsmu.edu.cn。
  • 基金资助:

    上海市教育科学研究项目(B09065)

Situation investigation and strategy analysis of medical higher vocational teachers' professional development

TANG Hong-mei1,2, LI Yang3, WANG Fu-ming1   

  1. 1.Shanghai Institute of Health Sciences, Shanghai 201318, China；2.Institute of Social Medicine and Family Medicine, Zhejiang University, Hangzhou 310058, China；3.Shanghai Normal University, Shanghai 200234, China
  • Online:2011-10-28 Published:2011-10-27
  • Supported by:

    Shanghai Municipal Education Research Project, B09065

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摘要：

目的 通过对医药高职教师专业发展的现状与问题的探究，寻求适合我国医药高职教师专业发展的路径。方法 采用自编问卷对上海医药高等专科学校154名专任教师进行问卷调查，回收问卷142份，回收率为92.2%；有效问卷137份，有效回收率为88.9%。调查内容和结构分为教师基本情况和教师专业发展情况。结果 调查显示，医药高职教师在专业水平、专业认同度、专业自主意识、专业知识能力结构、考核评价、培训体制等方面存在问题，需进一步提升、完善。72.99%的教师仅有少许专业自豪感和责任感, 61.31%的教师没有自己很明确的专业发展计划，46.45%的教师认为考核评价制度不合理是双师结构教学团队建设的最大障碍因素。结论 医药高职教师的专业发展应从教育制度、管理制度、评价体系、培训体制、自我实践等方面予以促进。

关键词: 医药高职, 教师专业发展, 调研, 分析

Abstract:

Objective To investigate the present situation and problems of medical higher vocational teachers' professional development, and explore the route suitable for medical higher vocational teachers' professional development. Methods One hundred and fifty-four full-time teachers of Shanghai Institute of Health Sciences were surveyed with self-designed questionnaires. A total of 142 questionnaires were recovered, with the recovery rate of 92.2%. There were 137 effective questionnaires, and the effective rate was 88.9%. The surveyed content and structure were divided into teachers' basic situation and teachers' professional development situation. Results There were problems in professional level, professional identity, professional independent consciousness, professional knowledge and skills structure, evaluation system and training system for medical higher vocational teachers' professional development, which needed to be improved. It was revealed that 72.99% teachers had just little sense of proud and responsibility for their profession, 61.31% teachers did not have definite professional development plan, and 46.45% teachers thought the unreasonable performance evaluation system was the biggest obstacle to construction of double teacher structure education team. Conclusion Medical higher vocational teachers' professional development may be promoted from teacher education system, management system, evaluation system, training system and professional practice.

Key words: medical higher vocational education, teachers professional development, investigation, analysis