高校三级教学管理体系的优化与完善

教学质量的高低与高校教学管理质量息息相关。随着招生规模的不断扩大,很多高校实施了"校-院-系"三级教学管理体系,取得了显著的成效。然而,各级管理主体责权利关系不明确成为在推进三级教学管理改革的过程中存在的显著问题。各级教学管理主体应具有不同的管理职责,三级教学管理体系优化的关键是明晰管理层级,校级管理以行使宏观决策与调控职能为主,赋予二级学院更多的教学管理权限,着重加强其办学主体地位,夯实系部的基层管理职能,增强其日常教学管理和常规性教育教学改革建设的主观能动性。

The discretion of the teaching quality is closely related to the teaching management quality. With the enlargement of enrollment scale, many colleges and universities implement the three-stage teaching management sys- tem of the ＂school-academy-department＂ and have made remarkable achievements. However, the unclear responsibility and duty of three main managements turn out to be a significant problem in the process of teaching management re- form. Different teaching management level should bear different management responsibility. Distinct management is the key to optimize three-level teaching management system. School management should focus on macro decision-making and control function, and gives more teaching management permissions to academy management in order to strengthen its governance subject position. The grass-roots management＂ function is to enhance its daily teaching management and the construction of the subjective initiative of routine education teaching.