跨越师生教学的观念鸿沟:走向微观深层的高校教学质量建设  

Crossing the Conception Gap of Teaching among Faculty and Students: Moving towards the Microcosmic Deep Quality Construction of College Teaching

作　　者：刘小强[1] 何齐宗[2] 

机构地区：[1]江西师范大学发展规划办公室,江西南昌330022 [2]江西师范大学教育学院,江西南昌330022

出　　处：《高等教育研究》2012年第9期63-68,共6页Journal of Higher Education

基　　金：教育部人文社会科学研究项目(09YJA880060);江西省教育科学"十二五"规划项目(10ZD094)

摘　　要：教学观念是决定教学质量的内在微观深层机制。教学是一门合作的艺术,高质量的教学建立在教与学密切配合的基础之上。师生教学观念的冲突和矛盾,是教学质量建设的深层障碍。加强高校教学质量建设,需要跨越师生教学观念的鸿沟,走向微观深层的教学质量建设。应通过促进师生教学中的深度合作走向高效的教学,将教学质量建设的行动推进到教学主体的观念层面,高度重视学生的教学观念。The conception of teaching was the internal microcosmic mechanism which determined teaching quality.Teaching was an art of collaboration,and high-quality teaching was based on close collaboration between faculty and students.Contradictions and conflicts among faculty and students＇ conceptions were deep-seated obstacle in quality construction.To enhance college teaching quality,it should cross the conception gap of teaching among faculty and students.It should also promote their collaboration to improve teaching quality from the conception dimension of teaching,and attach great importance to students＇ conception of teaching.

关 键 词：教学观念 教学质量 观念鸿沟 

分 类 号：G642[文化科学—高等教育学]