社会学制度主义视角下高校教学督导制度的要素、困境与建设路径  

Elements, Dilemmas and Construction Paths of the Teaching Supervisory Institution in Universities from the Perspective of Sociological Institutionalism

作　　者：孙芫 Sun Yan(Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《上海教育评估研究》2021年第6期6-11,共6页Shanghai Journal of Educational Evaluation

摘　　要：高校教学督导制度作为监控高校教学质量的重要手段,其制度建设进程需要得到关注。社会学制度主义提出,制度由规制性要素、规范性要素和文化—认知要素构成,其中文化—认知要素所代表的"共同意义"的建构是推动制度建设的根本因素。从社会学制度主义视角对高校教学督导制度的分析发现,当前我国高校教学督导制度建设存在制度设计欠缺、制度执行的有效性低和制度化进程受阻三个困境,应通过增加制度供给、提高制度效用、提升制度认同三个路径全方位推动高校教学督导制度的建设。The teaching supervisory evaluation institution is an important means to monitor the teaching quality of colleges and universities, and its institutional construction process needs attention.Sociological institutionalism advocates that an institution is composed of regulative factors, normative factors and cultural-cognitive factors. Among them, the construction of the "common meaning" represented by cultural-cognitive factors is the fundamental factor to promote institutional construction.Based on sociological institutionalism, this paper has found that there are dilemmas in the teaching supervisory institutions: lack of system design, low effectiveness of system implementation, and obstruction of institutionalization process. Universities should increase institutional supplies,enhance institutional effectiveness, and improve institutional identification in order to promote the construction of teaching supervisory institutions in all directions.

关 键 词：社会学制度主义 高校教学督导 教学督导制度 高等教育 

分 类 号：G647[文化科学—高等教育学] G40-058.1[文化科学—教育学]