教学奖励可以提升教学质量吗?——基于63所高校的实证研究  

Can Increasing Teaching Rewards Improve Teaching Quality?Empirical Research Based on 63 Universities Across the Country

作　　者：李楠[1,2] 陶政宇[1,2] LI Nan;TAO Zhengyu(School of Labour Economics,The Capital University of Economic and Business,Beijing 100070,China;Student Affairs Office,The Capital University of Economic and Business,Beijing 100070,China)

机构地区：[1]首都经济贸易大学劳动经济学院,北京100070 [2]首都经济贸易大学学生处,北京100070

出　　处：《开放教育研究》2021年第6期53-60,共8页Open Education Research

基　　金：2017年度教育部人文社会科学研究青年基金项目“我国高校教师教学评价制度的效果及重构研究”(17YJC880055)。

摘　　要：教学与科研是高校的两项重要工作,但重科研轻教学的现象愈演愈烈。近几年,一些高校为扭转教学和科研失衡的局面,加大了教学的奖励力度。本研究对全国63所高校的908名教师展开定量研究,分析了教学激励政策,特别是教学奖数量、教学奖金额、教学对比科研奖励力度以及教学在职称评定中的权重对提升教师教学质量的影响。研究发现,单纯增加教学激励对高校教师的教学质量没有促进作用;只有教学激励大于科研激励时,才会对教师教学质量提升有促进作用。研究结论可为各高校提高教学地位以及教学质量提供参考。Although teaching and scientific research are both important tasks in colleges and universities,the phenomenon of emphasizing scientific research over teaching has become more and more serious.In recent years,some colleges and universities have increased the incentives for teaching in order to reverse the imbalance between teaching and scientific research.Based on a quantitative study of 908 teachers from 63 universities in China,this paper analyzes the impact of teaching incentive policies,especially the number of teaching awards,the amount of teaching awards,the strength of teaching comparison and scientific research awards,and the weight of teaching in professional title evaluation,on improving the teaching quality of university teachers.The results show that simply increasing the teaching incentive does not promote the teaching quality of college teachers;only when the teaching incentive is greater than the scientific research incentive can it promote teachers'teaching quality.These conclusions can provide ideas for colleges and universities to improve their teaching status and teaching quality.

关 键 词：教学激励 科研激励 教学质量 

分 类 号：G515[文化科学—教育学]