在借鉴与超越中重生——论我国高校教师发展中心发展境遇与实践观照

Rebirth in Reference and Transcendence—On the Development Circumstances and Practical Care of University Faculty Development Centers in China

我国高校教师发展中心在借鉴国外经验基础上实现主体自生并彰显特色。囿于高校教学管理和教师评价制度的硬性规约,教师发展中心建设仍掣肘于行政低效化、定位模糊化、评价形式化等外在机制失调与内在效力不足。基于我国高校教师发展中心建设实际,遵照从境遇描述到内涵解释,从学理规范到批判审思的研究范式,本文认为新时代教师发展中心建设需回归教学中心本体旨趣,铸造卓越教学文化,着眼于激发教师创造性与实践性反思,健全“多元立体、发展导向”的管评机制。借此实现“他驱”与“自为”双重推力的同频共振,助推新时代一流本科教学建设。

The teacher development centers in China's colleges and universities have achieved self-sustainability and distinguished themselves on the basis of foreign experience.Due to the rigid regulations of university teaching management and teacher evaluation system,the construction of faculty development centers is still hampered by administrative inefficiency,ambiguous positioning,formalized evaluation and other external mechanisms of dysfunction and lack of real internal effectiveness.Based on the actual construction of faculty development centers in China's colleges and universities,following the research paradigm from situation description to connotation interpretation,from doctrinal regulation to critical review,we believe that the construction of faculty development centers in the new era needs to return to the ontological interest of teaching centers,forge a culture of teaching excellence,focus on stimulating teachers'creativity and practical reflection,and improve the"multi-dimensional,development-oriented"management and evaluation mechanism.In order to achieve the resonance of the dual thrusts of"other-driven"and"self-motivated",and to promote the construction of first-class undergraduate teaching in the new era.