高校教师教学行为选择的制度逻辑与作用机制——基于教学管理制度类型的分析

The Logic and Function Mechanism of University Teachers’Choice of Teaching Behavior:Analysis Based on the Types of Teaching Management System

高校通过建构规范监督型、利益与荣誉引导型、能力提升与支持型等三种类型的教学管理制度,为教师教学提供了组织规约情境。基于其身份规定性的价值偏好和个体的利益诉求,大学教师在教学实践中通过处理与学生、教师自身和学校的关系,在三种类型的教学管理制度构建的场域结构和教师主体的价值与意志的互动中采取相应的教学行为,一方面迎合制度的刚性约束要求,另一方面又与制度的目标导向保持一定的距离和张力。高校教学管理只有充分尊重教师在教学上的价值追求和理性选择,在教学质量整体视域中为教师教学发展提供配套的制度支持保障,形成制度与教师行为的良性互动,才能真正使教师的教学在追求卓越的过程中走得更远。

Universities provide organizational context for faculty’s teaching by constructing three types of teaching management systems,i.e.,normative supervision,benefit and honor guidance,and capacity enhancement and support.Based on the value preference of identity stipulation and individual interest demands,university teachers deal with different relationships,such as with students,colleague teachers,and the institution.Further,they adopt corresponding teaching behaviors in the interaction between the field structure constructed by the three types of teaching management systems and the values and motivations of the teachers.On one hand,they need to meet the rigid constraints and requirements of the system.On other hand,their personal teaching behavior keeps a certain distance and tension from the goal orientation of the system.The excellence of teachers in teaching can only be achieved by fully respecting teachers'value pursuit and rational choice in teaching,providing supporting system guarantee for teachers'teaching development in the overall perspective of teaching quality,and forming a benign interaction between system and teachers'behavior.