加拿大安大略省教学轨教职的发展现状、评价标准及现实启示

Development Status,Evaluation Criteria and Realistic Revelation of Teaching-stream Faculty in Ontario,Canada

近年来,在学生规模扩大、教育问责强化、财政资助缩减等压力之下,加拿大安大略省将引入教学轨教职作为提高教育质量的重要改革举措。与传统的终身轨教师相比,教学轨教师主要从事教学和学习活动,与兼职或临时讲师相比,教学轨教师对教学和学生的投入更多,与学校的聘任关系更加稳定。作为与终身轨教职平行的职业发展轨道,教学轨教职的评价标准主要侧重考察教师在教学技能、教学计划与课程发展、教学领导与成就等领域的贡献。教学轨教职的引入对大学而言是一次机会,可以重新审视教学与研究之间的关系,探索教学使命和研究使命如何相互促进。在当前的教师岗位分类改革中,我国高校可从教学模式和课程体系、聘任与晋升评价体系、晋升与岗位转换通道、教学荣誉体系等方面提高教学为主型教职的认可度,促进教学为主型教师队伍的职业发展。

In recent years,under the pressure of expansion of student enrollment,strengthening of education accountability and reduction of financial aid,Ontario introduced teaching-stream faculty which is regarded as an important reform measure to improve the quality of education.Compared with traditional tenure-track faculty,teaching-stream faculty are mainly engaged in teaching and learning activities.Compared with part-time or sessional lecturers,teaching-stream faculty invest more in teaching and students,and their employment relationship with university is more stable.As a career development track parallel to the tenure-track position,the evaluation criteria of the teaching-stream position mainly focus on the faculty’s contribution in the fields of teaching skills,teaching plans and curriculum development,teaching leadership and achievements.The introduction of teachingstream faculty is an opportunity for universities to re-examine the relationship between teaching and research and explore how teaching missions and research missions can be mutually reinforced.In the current classification reforms of faculty’s positions,Chinese universities can improve the recognition of teaching-oriented faculty and promote the professional development of them from the aspects of teaching mode and curriculum system,appointment and promotion evaluation system,promotion and cross-position channel,and teaching honor system.