中荷研究型大学教师教学环境观比较研究——基于莱顿大学与厦门大学的调查

A Comparative Study on Chinese and Dutch Research University Teachers' Perceptions of Teaching Environment:Based on the Survey of Xiamen University and Leiden University

通过对中荷研究型大学教师的教学环境观的问卷调查,笔者发现:在班级规模方面,中国教师认为高生师比的大班授课限制了其在课堂上的自由发挥;荷兰教师认为大班授课虽然会影响师生沟通,但总体而言影响不大。在学生特点方面,学生的基础和能力水平参差不齐的情况给中荷教师都带来了困扰。在教学控制方面,荷兰教师认为自己有较大的自主灵活性,而中国教师在教学内容和方法上的压力大于荷兰教师。在院系支持方面,中国教师认为院系管理模式和态度对其影响较大,而荷兰教师比较重视院系是否提供良好环境鼓励其与学生互动。在工作压力方面,中国教师认为科研的巨大压力对其教学有较大影响,而荷兰教师对于科研或行政压力是否对其教学产生影响基本持中立态度。

The author conducts a comparative research on research-oriented university teachers perceptions of teaching environment between China and the Netherlands. The key findings are summarized as follows： As for class size, Chinese teachers maintain that high student-teacher ratio limits their flexibility in the selection of teaching content and approach, while Dutch teachers don＇t consider high student-teacher ratio a big obstacle to student-teacher communication. As for student characteristics, both Chinese and Dutch teachers maintain that different levels of student capabilities influence their beliefs about teaching. As for teaching process, Dutch teachers enjoy greater autonomy, while Chinese teachers suffer more pressure on teaching content and approach. As for teaching support,Chinese teachers argue that their department＇s management mode and attitude towards teaching exert great influence on their beliefs about teaching, while Dutch teachers are more concerned about whether their department encourage interactions between teachers and students. As for time pressure, Chinese teachers suffer enormous pressure on their teaching from research task, while Dutch teachers hold a neutral position on this.