基于MSF教学咨询模式的高校教师教学质量保障和提升——以美国为例

On The Teaching Quality Assurance and Promotion of University Teachers Based On MSF Model:A Case Study of the United States

近年来,传统的高校教师教学质量保障和提升模式呈现出诸多问题:工具理性与价值理性的冲突、伦理缺失、过于注重量化指标以及非良性教学文化等问题,教学质量保障和提升模式面临着诸多挑战。兼有学生评价、同行评价和自我评价三种评价模式特点的中期学生反馈(Mid-term student feedback,MSF)教学咨询模式可破解目前传统的教学质量保障和提升模式的不足之处,已成为美国教师教学质量保障和提升体系中的重要组成部分,对我国高校教师教学质量保障和提升之路有一定的启示和借鉴作用。

In recent years, University teachers＂ teaching quality guarantee and enhancement mode presents many problems： the conflicts between instrument rationality and value rationality, lack of ethics, too much emphasis on quantitative index and non benign teaching culture, so teaching quality guarantee and promotion mode is facing many challenges. Mid-term student feedback, with interim feedback student evaluation, peer evaluation and self-evaluation, can resolve the current shortcomings of consuhing teaching quality gualantee and improve the traditional mode, which has become an important part inthe teaching quality guarantee system and has certain enlightenment on the teaching quality of teachers in China.