提高课堂教学质量是高等教育教师队伍建设的根本目标

Improving the Quality of In-class Teaching Should be the Fundamental Goal of Teaching Contingent Construction at Colleges and Universities

2007年我国“高等学校本科教学质量与教学改革工程”（简称质量工程）的启动，切实把高等教育重点放在了提高质量上，这是我国高等教育史上的又一个里程碑。教师队伍是学校教学工作的核心资源，高素质的教师队伍是提高高等教育教学质量和学校可持续发展的根本。目前我国对于教师的综合素质没有明确的标准，导致在教师队伍建设过程中出现了“重师资结构达标轻综合素质”、“重行政管理轻专业发展”及“重‘工程’项目轻制度建设”的问题。本文研究了教师学历或学位、职称及年龄等因素对教师课堂教学质量的影响，提出提高课堂教学质量是高等教育教师队伍建设的根本目标，在教师队伍建设上应以课堂教学质量作为衡量教师综合素质的根本标准，实行“目标驱动”的建设和管理机制，并借鉴国外教师队伍建设的先进经验，建立高素质的高校教师队伍，切实提高高等教育的教学质量。

In 2007 China＇s Ministry of Education launched a nationwide project ＂Undergraduate Teaching Quality and Teaching Reform Project at Colleges and Universities＂ （abbreviated as Quality Project） to improve the teaching quality. This is another milestone in the history of higher education in China. The teaching contingent is the core resource of institutions of higher learning, and a high quality teaching contingent is a basic condition for improving teaching quality of higher education and ensuring sustainable development of universities. Because there are no well-defined standards concerning teachers＇ comprehensive quality at present, many problems in teaching contingent construction have arisen, such as overemphasizing teachers＇ structure but underrating comprehensive quality, overemphasizing teacher management but underrating professional development, and overemphasizing projects but underrating system making. This article studies the effects of teachers＇ academic degree, professional title and age on the quality of in-class teaching. The paper points out that the quality of in-class teaching should be regarded as a fundamental goal of building a high quality teaching contingent at universities and that in-class teaching quality should be the fundamental standard for evaluating teachers＇ comprehensive quality. The construction and administration mechanism should be ＂goal driven＂, and we should draw advanced experience from abroad concerning teaching contingent construction so as to build a high quality teaching contingent and improve the quality of higher education.