CAJ | 학술논문

目前对高校青年教师教学能力提升策略的建议大致分为三个方面：宏观层面的政策重视、中观层面的制度完善和微观层面的具体措施。这些研究将高校青年教师抽象为一个整体，在反映出其共性的同时，忽略了该群体的差异性和多面性。从管理学的角度，本文根据运用管理学人性假设对青年教师群体进行了划分，刻画出不同人性假设和发展不同阶段的青年教师激励因素的差异，并据此提出了分类性的提升策略。
목전대고교청년교사교학능력제승책략적건의대치분위삼개방면：굉관층면적정책중시、중관층면적제도완선화미관층면적구체조시。저사연구장고교청년교사추상위일개정체，재반영출기공성적동시，홀략료해군체적차이성화다면성。종관이학적각도，본문근거운용관이학인성가설대청년교사군체진행료화분，각화출불동인성가설화발전불동계단적청년교사격려인소적차이，병거차제출료분류성적제승책략。
Young university teachers currently teaching strategies to enhance the ability of the proposal is broadly divided into three areas:macro-level policy attention to improve the meso-level system and the specific measures the microscopic level. These studies will young university teachers abstraction as a whole, reflecting their commonality at the same time, ignoring the difference between the groups and the multi-faceted. From the perspective of management, this paper based on the use of management assumptions about human nature young teachers were divided into groups, depicts various human assumptions and differences between young teachers at different stages of development incentives, and accordingly proposed classification of promotion strategies.