我国大学教学模式同质化的表征、原因与对策  

Characteristics,Causes and Countermeasures of Homogenization on Instructional Model of University in China

作　　者：韩洪文[1] 田汉族[2] 袁东[1] 

机构地区：[1]中央财经大学教育经济与管理研究中心 [2]首都师范大学教育学院

出　　处：《教育研究》2012年第9期67-72,共6页Educational Research

基　　金：教育部人文社会科学研究2009年度一般项目“我国高水平大学建设进程中的非同质化研究”(项目编号:09YJA880133)的研究成果

摘　　要：我国大学教学模式呈现出同质化倾向,主要表现为以知识为中心的教学理念,重教轻学、缺乏互动的教学行为,重结果轻过程、重量轻质的教学评价等方面。造成大学教学模式同质化的原因包括对大学教学地位和作用认识不明确,大学教学与社会实践、科学发展前沿相疏离,大学教学创新缺乏内在动力,大学教学改革缺乏必要的制度环境。改变我国高水平大学建设进程中教学模式同质化现象,必须在充分认识大学教学模式改革作用的基础上,确立创新教学的哲学观念,建构理论与实践紧密结合的开放性教学内容体系,探索以学习者为中心的教学方法,提倡交往—对话式大学师生关系,创建科学的教学评价体系。The trend of homogenization on instructional model of university in China falls into the knowledge-centered teaching principle, instructional behaviors that attach importance to teaching but downplay learning and interaction, and education evaluation that emphasizes result rather than process and focuses on quantity rather than quality. The major causes for the homogenization of university instructional model are as follows： the ambiguous understanding of the status and role of university instruction, the divorce of instruction from both social practice and the frontiers of scientific development, the deficiency of intrinsic dynamic for innovation and indispensable institutional environment for reform. In order to change the homogenization of instructional model in building high level universities in China, we must be fully aware of the role of instruction reform in university, establish philosophical principles for innovating instruction, construct an open instruction system integrating theory with practice, vigorously explore the student-centered teaching methods, advocate interactive teacher-student relationship and create scientific instruction evaluation system.

关 键 词：大学 教学模式 同质化 

分 类 号：G647[文化科学—高等教育学]