大学教学项目制治理:逻辑困境、特殊问题及风险防控  

Governing Higher Education through Projects:Logical Dilemma,Key Issues and Risk Prevention and Control

作　　者：孙丽芝[1] 陈廷柱[2] Sun Lizhi;Chen Tingzhu

机构地区：[1]曲阜师范大学教育学院,山东曲阜273165 [2]华中科技大学教育科学研究院,武汉430074

出　　处：《江苏高教》2022年第3期43-48,共6页Jiangsu Higher Education

基　　金：国家社会科学基金教育学一般项目“我国高校教师教学投入与本科教学质量提升研究”(BIA200209)。

摘　　要：当前,在高等教育领域采取项目制推动教学改革与发展已成为普遍现象,形成了教学项目制治理方式。技术治理所追求的效率至上的技术思维、量化手段的使用、目标管理责任制特点与教学项目的价值追求、实质性目标、效果的迟效性特性在教学项目制的治理过程中存在逻辑困境。由于价值理性的迷失,教学项目制治理中出现项目目标置换、项目功能异化、项目脱离实践、项目的外源性侵蚀主体的自主性发展等问题。为此,应回归价值治理,进行风险防控,需发挥教学主体能动性,推动内发型教学改革;依据项目特点,把握教学项目制治理限度。At present,projects have been frequently used in higher education to optimize teaching performance,leading to the necessity of effective implementation of governing through projects.Governance centered on technology highlights the importance of the efficiency of technology,the application of quantitative methods and the responsibility of goal management.While projects put greater emphasis on value pursuit,realistic goals and lasting effects.Thus,governing education through projects is caught in a dilemma.Due to the lack of value rationality,project-based governance is confronted with severe problems.For instance,objectives are displaced and functions are transformed.What’s more,the projects are separated with the teaching practice and the project leader cannot work on their own initiative for some external reasons.Therefore,the governance should place much greater emphasis on value rationality and strengthen risk prevention and control measures.Specifically speaking,measures should be taken to motivate the teaching faculty,bringing their subjective initiative into full play.Besides,governing through projects should be implemented within the proper limit based on the features of the projects.

关 键 词：大学教学 项目制 技术治理 价值理性 

分 类 号：G642[文化科学—高等教育学]