价值理性回归:大学教师教学发展的必由之路  

Return of Value Rationality: Inevitable Route of University Teachers' Teaching Development

作　　者：孙丽芝[1] SUN Li - zhi(Qufu Normal University, Qufu 273165 ,Chin)

机构地区：[1]曲阜师范大学,山东曲阜273165

出　　处：《黑龙江高教研究》2018年第4期96-99,共4页Heilongjiang Researches on Higher Education

基　　金：山东省社会科学规划研究项目"山东省实施高等学校质量与教学改革工程对教师教学影响的调查研究"(编号:14CJYJ15)

摘　　要：价值理性和工具理性是人的行动中不可分割的两个方面。由于工具理性的僭越,大学教师教学发展陷入"教学良心与功利风气,‘教学中心’的信念与科研至上的行为,教师评价的量化、发表逻辑与教学的艺术性、实践性特性,积极的教师教学发展举措与稳定的教师教学"等四大悖论的桎梏。价值理性的回归能够有效破解大学教师教学发展悖论,需要重构良性教学文化;通过改革大学教师评价制度、完善大学教学学术自主发展制度、建立教学学术繁衍制度,进而构建教学学术制度;通过增强大学教师自身认同感、提高教学道德反思性审查能力,进而提升教师教学道德。Value rationality and instrumental rationality are two inseparable aspects of human action. Because of the dominance of instrumental rationality, university teachers＇ teaching development has been caught in the shackles of four paradoxes： teaching con- science vs utilitarianism, the belief of ＂teaching center＂ vs the behavior of scientific research paramountcy, the quantification of teach- er evaluation and publication logic vs the artistic and practical characteristics of teaching, and the active measures for the teacher devel- opment vs stability of teaching. The return of value rationality can effectively break the paradoxes of the teaching development of univer- sity teachers and it needs to reconstruct good teaching culture. Through reforming the university teacher evaluation system, it can im- prove the teaching academic autonomous development system, establish teaching academic reproduction system and construct teaching academic system. By enhancing the self - identity of university teachers, it can improve their reflective examination ability and raise their teaching morality.

关 键 词：大学教师 教学发展 价值理性 工具理性 

分 类 号：G645[文化科学—高等教育学]