大学教师有效教学行为的学科差异与共性特征

Disciplinary Differences and Similarities in Effective Teaching Behavior of University Teachers

基于2019年《中国本科教与学调查China College Teaching&Learning Survey(CCTL)》数据,根据学科知识特征分析不同学科教学发现:我国大学教师教学行为存在显著的学科差异,总体上人文学科与理学的学生评分高于工科、农医艺学科及社会科学;针对同类院校的学科差异分析发现,当前我国偏应用类学科的本科教学可能存在更多问题。因此,本科教学改革须重视:一是尊重应用型学科的知识特点,构建教师关注实践教学与研究的激励性制度;二是搭建产学研合作平台,提升应用型学科教师的教学能力。

Based on the data of the 2019 China College Teaching & Learning Survey(CCTL), and the analysis of the characteristics of subject knowledge, it is found that there are significant disciplinary differences in the teaching behaviors of university teachers. Generally, teachers in humanities and science score higher than those in engineering, agricultural, medical, arts and social sciences. According to the analysis of disciplinary differences in generic universities, it is found that there may be more problems in the undergraduate teaching of applied science in China. Therefore, the undergraduate teaching reform deserves more attention: first, we should respect the knowledge characteristics of applied science, and build an incentive system for teachers to pay attention to practical teaching and research;second, a platform for industry-university-research cooperation should be built to improve the teaching competence of teachers of applied science.