高校教师教学竞赛虚假繁荣的逻辑根源与治理路径  

The logical root of false prosperity of teaching competition among college teachers and its governance

作　　者：高若瑜[1] GAO Ruoyu(School of Liberal Arts,Jiangsu University,Zhenjiang 212013,China)

机构地区：[1]江苏大学文学院,江苏镇江212013

出　　处：《高校教育管理》2022年第5期64-72,共9页Journal of Higher Education Management

基　　金：江苏高校哲学社会科学研究一般项目(2021SJA2053);镇江市社科应用研究教育专项课题(2022jy038)。

摘　　要：近年来,我国高校教师教学竞赛呈现一片虚假繁荣的景象。教学竞赛活动遍地开花,影响力持续扩大;教学竞赛的价值被量化认定,呈现等级化趋势;教学竞赛结果与奖惩紧密挂钩,竞赛成绩被纳入考核体系。高校教师教学竞赛的虚假繁荣源于多重逻辑的共同作用:基于管理逻辑的教学绩效主义要求对教学实践进行量化衡定;基于技术逻辑的教学认知窄化了教学内涵;基于活动逻辑的“运动式”宣传造势营造了重视教学的假象。为了实现高校教师教学竞赛的有效治理,竞赛组织者应当明确其功能定位,聚焦基础性教学技能;优化竞赛规则,与日常教学和基层教研相结合;变革竞赛文化,激发参赛者的教学成就动机。In recent years,a false prosperity of the teaching competition among college teachers emerges in China.Teaching competition activities could be shown everywhere and their influence continue to expand,the value of teaching competition is quantified and becomes hierarchical,the achievements of teaching competition are closely related to rewards and punishments and included in the assessment system.The false prosperity of teaching competition in colleges and universities stems from the joint action of multiple logics.The teaching performance doctrine based on management logic requires the quantification of teaching practice,the teaching cognition based on technical logic narrows the understanding of teaching connotation,and the campaign-style propaganda based on activity logic create the illusion that teaching is valued.In order to achieve the effective governance of teaching competition among college teachers,we should clarify its function orientation,focus on essential teaching skills,optimize rules of teaching competition by combining it with daily teaching and research,reform competition culture to arouse the motivation of teaching achievement of participants.

关 键 词：高校教师 教学竞赛 绩效主义 竞赛文化 教学评价 治理路径 

分 类 号：G640[文化科学—高等教育学]