“金课”何以可能?——大学“金课”的实现机制论纲

How is "Golden Courses" Possible?——On the Realization Mechanism of "Golden Courses" in University

课程教学质量是整个高等教育质量的基础,然而当前我国大学的课程教学质量却令人担忧。在这种情况下,淘汰“水课”、打造“金课”成为新时代我国大学全面整顿教育教学秩序、严格本科教育教学过程管理的重要举措。从生态学的视角看,大学和大学人都处于一定的环境当中,这种环境直接决定了其生存和发展状态。因此,与其追问大学课程是不是“金课”,不如反思目前大学“金课”的实现机制是否具备。基于教师与学生两大主体及其教与学的态度、能力、时间和精力3个维度,可从以下6个方面为“金课”创造良好的生存土壤:注重教学的大学与教师评价机制;严格的学生学业考评机制;健全的教师教学发展机制;专业的学生学业咨询机制;人性化的教师压力防控机制;有力的总学分(学时)控制机制。

The quality of courses’ teaching is the foundation of the entire higher education quality.However, the current quality of courses’ teaching in Chinese universities is worrying.Under such circumstances, eliminating "water courses" and creating "golden courses" have become important measures for Chinese universities to comprehensively rectify the order of education and teaching in the new era, and to strictly manage the education and teaching process of the undergraduate.From the perspective of ecology, both universities and college people are in a certain environment, which directly determines their survival and development.Therefore, instead of asking whether the university courses are "golden courses",it is better to reflect on whether the realization mechanism of the university "golden courses" is available at present.Based on the two subject of teachers and students and the three dimensions of their teaching and learning attitude, ability, time and energy, we can create a good living environment for the "golden course" from the following six aspects: university and teacher evaluation mechanism focusing on teaching;strict student academic evaluation mechanism;sound teacher teaching development mechanism;professional student academic consultation mechanism;humanized teacher pressure prevention and control mechanism;powerful total credits(class hours) control mechanism.