新时代行业特色高校理科教师发展之路：现实困境、深层动因与破解路径

The Development Path for Science Faculty in Industry-Specific Universities in the New Era: Practical Challenges, Underlying Causes, and Solutions

摘要: 新时代背景下，行业特色高校的理科教师发展面临独特挑战。本研究以全国部分高校理科教师为样本，系统探究新时代行业特色高校理科教师发展的现实困境、深层动因与破解路径。通过问卷调查发现：“科研挑战与资源”与“学科现状与前景”之间存在高度正相关关系(r = 0.684, p < 0.001)；“科研挑战与资源”对“学科现状与前景”影响作用最强(Beta = 0.428, p < 0.001)；“工作环境与氛围”对“个人发展与需求”具有最强正向影响力的因素(Beta = 0.400, p < 0.001)。鉴于此，本文提出可从深化评价与激励机制改革、缓解职业倦怠与心理压力、完善教学与科研压力平衡、探索理科赋能行业特色路径等方面着手，探索一条契合新时代要求、彰显行业特色的理科教师可持续发展路径，以期提升师资队伍整体水平，为人才培养和学科发展提供重要的支撑。

Abstract: In the context of the new era, the development of science faculty in industry-specific universities faces unique challenges. This study systematically investigates the practical challenges, underlying causes, and potential solutions for the development of science faculty in such universities, drawing on a sample of science faculty members from various institutions across China. Questionnaire results reveal a strong positive correlation (r = 0.684, p < 0.001) between “Research Challenges and Resources” and “Disciplinary Status and Prospects”. Furthermore, “Research Challenges and Resources” exerts the strongest influence on “Disciplinary Status and Prospects” (Beta = 0.40, p < 0.001), while “Work Environment and Atmosphere” is the most significant positive predictor of “Personal Development and Needs” (Beta = 0.40, p < 0.001). In light of these findings, this paper proposes several strategies, including deepening the reform of evaluation and incentive mechanisms, alleviating job burnout and psychological stress, and improving the balance between teaching and research responsibilities, exploring pathways to empower industry-specific development through science and technology. These measures aim to explore a sustainable development path for science faculty that aligns with the demands of the new era and highlights industry-specific characteristics, thereby enhancing the overall quality of the faculty and providing crucial support for talent cultivation and disciplinary advancement.