怎样培育研究生国家级教学成果奖——基于2022年研究生国家级教学成果奖的分析  

The National Teaching Achievement Award for Graduate students in 2022:Distribution,Characteristics Summary and Rational thinking

作　　者：薛栋[1] 刘芳 Xue Dong;Liu Fang

机构地区：[1]天津职业技术师范大学职业教育学院,天津300222

出　　处：《山东高等教育》2024年第1期60-66,91,共8页Review of Higher Education

基　　金：教育部人文社会科学研究项目“基于全国职业院校教学比赛获奖数据的职教教师数字能力提升路径研究”(22YJA880069)阶段性成果。

摘　　要：2022年首次在国家级教学成果奖单独设立研究生教学成果奖,凸显了研究生教育的重要性。从对研究生教学成果奖的归属地、完成单位、成果内容等进行实证分析发现,东部地区远超其他区域,区域内部发展不均衡;获奖完成单位集中在“双一流”高校,各参与主体间合作形式多样;获奖项目的学科专业分布失衡,成果主题集中在人才培养问题。高等教育教学改革及研究生国家级教学成果的培育应坚持立德树人,强化思政育人;鼓励多主体参与,倡导协同式发展;强调学生创新实践能力,培养教师数字化教学能力;坚持分类培养,突出类型特色;加强学科建设,优化整体布局,打造教育强国新样态。The postgraduate teaching achievement award was set up separately for the first time in the national teaching achievement award in 2022,highlighting the importance of postgraduate education.Through the empirical analysis of the place,unit and content of the graduate teaching achievement award,it is found that the eastern region is far more than other regions,and the development within the region is unbalanced.The award-winning completion units are concentrated in the"double first-class"universities,and the forms of cooperation between the participating subjects are diverse.The awarded projects have an unbalanced distribution of disciplines and the results focus on the problem of talent cultivation.The teaching reform of postgraduate education and the cultivation of national teaching results should insist on moral cultivation and strengthen ideological and political education,encouraging the participation of multiple entities and advocating coordinated development,emphasizing students'innovative practice ability and training teachers'digital teaching ability,adhering to the classification training and highlight the type characteristics,strengthening discipline construction and optimizing the overall layout,and creating a new model of a powerful education country.

关 键 词：研究生教育 教学成果奖 分布特征 培育策略 

分 类 号：G643[文化科学—高等教育学]