教师“教学投入不足”:概念内涵、现实问题与实践向度

“Insufficient Teaching Devotion”:Conception,Reality and Policy

1992年第四次全国普通高等教育工作会议之后,有关大学教师“教学投入不足”的话题延续了将近30年,原因是以往对“教学投入”的内涵研究不多、界定不清,内涵模糊,外延混乱,更多地把“教学投入”窄化为“教学工作量”。研究得出,“教学投入”概念内涵是教师在教育教学和专业成长过程中投入的时间、精力、情感的总合。研究澄清了中国大学教师“教学投入”是否不足、制度要求与业务评价是否一致、什么样的因素显著影响着教师的“教学投入”等问题。提出了改善教师“教学投入”的实践向度:制定“教学投入”的时间标准,重视教师专业发展;尊重教师职业的自主性;重视“教授给本科生上课”的问题,制定必要的高校分类管理标准;尊重教师劳动的复杂性和创造性,创生教学管理制度的弹性和自由度;建立“教学学术文化”,涵养教师责任行为。

"Insufficient teaching devotion"of university teachers has remained an issue for nearly 30 years since the Fourth National Conference on Higher Education in 1992.Part of the reason is that there has not been much research on the connotation of"teaching devotion",with its definition,connotation and extension all being vague and confusing.The paper concludes that"teaching devotion"should involve the sum of time,energy and emotion devoted by teachers in the process of educating and professional growth.It also clarifies whether the"teaching devotion"of university teachers in China is insufficient,whether the education system requires something that is consistent with teaching evaluation,and what factors significantly affect teachers’teaching devotion.This paper accordingly proposes the practical dimensions to improve teachers’devotion—on the one hand,formulate time standard and necessary standards for the classified management of colleges and universities;respect for the autonomy of teachers’profession;encouraging professors to give lectures to undergraduates;on the other hand,acknowledge the complexity and creativity of teachers’work and the flexibility of the management system of creative teaching,establishing"teaching academic culture"to cultivate teachers’sense of responsibility.