高校教师教学发展面临的现实困境与路径选择

The Realistic Predicament and Path Selection of Faculty Instructional Development in Universities

高等教育内涵式发展情景下,教师教学发展是提高人才培养质量的重要途径。自2012年教育部设立国家级教师教学发展示范中心以来,我国高校教师教学发展历经近5年的探索与实践,取得一定成效但尚未实现预期,面临学生不关心、教师不主动、治理结构不完善等现实困境。立足教师教学发展中心,重构基层教学组织,构建以教师教学发展为目标的教学督导体系,形成多层次的教师教学发展网络是可供高校选择的教师教学发展路径。

In the context of connotative development of higher education, faculty instructional development is an important way to improve the quality of personnel training. Since 2012 the Ministry of Education sets up the national center for faculty development, faculty instructional development in Chinese universities has undergone nearly 5 years of exploration and practice, and achieves certain results but has not yet achieved the expected. Students don＇t care, teachers are not active, governance structure is imperfect, are realistic predicaments faced by faculty instructional development in Chinese universities. Basing on the center for faculty development, reconstructing the primary teaching organization, establishing the teaching supervision system aiming at the instructional development of teachers, forming a multi-level faculty instructional development network, is the path of faculty instructional development that can be selected by universities.