高校“教学型”教职:制度设计与发展路径--基于加拿大英属哥伦比亚大学案例分析

College "The Professor of Teaching Rank" : Institutional Design and Development Path--Case Study of the University of British Columbia

加拿大英属哥伦比亚大学十分重视对"教学型"教职的制度设计及师资培养,一是为了突破长期存在的"重学术,轻教学"的困境;二是为了提高整体的教学水平和人才培养质量,实现内涵式发展。参与晋升"教学型"教职的教师需要在教育领导力、教学创新以及社会服务方面取得卓越成就。严格的晋升制度审查决定着教师能否成功晋升这一职位。加拿大英属哥伦比亚大学的成功经验为我国高校教师发展提供了借鉴经验:要充分重视教职设置的科学性,通过教师教学学术能力的提升,促进教师教育领导力培养和社会服务能力获得,以此促进高校教师队伍整体水平的提高。

The University of British Columbia(UBC) in Canada attaches great importance to the system design and teacher training of "The Professor of Teaching rank" for two reasons, one is to break through the longstanding predicament of "emphasis on academics and lightening teaching";the other is to improve the overall teaching level and the quality of talent training and the realization of connotative development. Teachers involved in the promotion of "The Professor of Teaching rank" need to excel in educational leadership, teaching innovation, and social services. Rigorous promotion system reviews determine whether teachers can be promoted to this position successfully. UBC’s successful experience provides important inspiration for the development of college teachers in China. We must pay full attention to the scientific nature of the teaching post establishment, promote the improvement of teachers’ teaching and academic capabilities, and promote the cultivation of teacher education leadership and the acquisition of social service capabilities in order to promote theoverall level of teaching team.