从“有效教学”走向“优质教学”:澳大利亚大学教学质量标准的演进逻辑

From Effective Teaching to Quality Teaching:The Evolution Logic of Teaching Quality Standards in Australian Universities

澳大利亚长期把对高等教育的投资视为其战略发展的关键要素,大学教学质量标准化的国际推动和本国大学教学的现实境遇促使其研制和实施大学教学质量国家标准。21世纪以来,澳大利亚先后形成了以“有效教学”理念为核心的ALTC标准和以“优质教学”理念为核心的AUTCAS标准,体现出澳大利亚社会各界对大学教学质量的不同期待与理念转变。澳大利亚大学教学质量标准是集体智慧的结晶,是内生性的集体行动自觉,其演进逻辑与高等教育的发展与改革相一致。借鉴澳大利亚经验,我国应坚持价值理性与工具理性有机融合、建立政府主导的多元民主协商机制、以学生学习为中心研制大学教学质量国家标准,并制定专门的政策促进标准的落地实施。

Australia has long regarded investment in higher education as a key element of its strategic development.The international promotion of the standardization of university teaching quality and the reality of teaching quality in universities have prompted it to develop and implement national standards for university teaching quality.Since the beginning of the new century,Australia has formed two more representative standard forms,the ALTC standard based on“effective teaching”and the AUTCAS standard based on"quality teaching",which reflect the different expectations and changes in the concept of university teaching quality from various sectors in Australian society.The teaching quality standards in Australian universities are the crystallization of collective wisdom and endogenous consciousness of collective actions.Its logic of evolution is consistent with the development and change of higher education.Learning from the Australian experience,standards for university teaching quality in China should adhere to the organic integration of value and instrumental rationality,establish a government-led multiple autonomous consultation mechanism,develop national standards for university teaching quality centered on student learning,and formulate special policies to promote the implementation of standards.