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高等教育国家级教学成果奖励制度辨析

China's National Teaching Achievement Award for Higher Education:Dispelling Misconceptions and Remedying Misuses

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高等教育国家级教学成果奖励制度自建立以来,取得显著成效.然而,人们对高等教育教学成果内涵、特征和教学成果培育过程的理解存在偏差,滋生了过于追逐热点、协同创新不足、失衡问题显著、宣传推广不到位等问题,存在重申报文本、轻成果内容的现象.这种现象与教学成果奖励制度的宗旨方枘圆凿.本文基于教学成果奖励制度的基本精神,主张在培育教学成果奖的过程中,准确把握教学成果奖的内涵与特征,避免表层现象和同质现象,注重反思、关注合作、优化氛围和强化激励,形成自下而上的、由重申报转向重培育的思路打造教学成果.在教学成果奖的遴选过程中,评审者应当尊重教学成果奖的生成规律,差异化倾斜分配教学成果奖项,鼓励高校分类发展.在此基础上,教学成果奖励制度的相关主体应当坚守教学成果奖励制度的宗旨,强化教学成果奖项的激励效应,持续优化教学成果奖励制度的实践.
Since its establishment in 1989,the National Teaching Achievement Award for Higher Education has proved to be suc-cessful in promoting teaching excellence at tertiary level in China.However,there are still misconceptions about the features and significance of tertiary teaching achievements,probably due to inadequate publicity,and the award scheme has often been misused.Therefore,this paper proposes that when evaluating teaching achievements,we should avoid favoring certain hot topics,but encour-age in-depth reflection and promote cooperative competition so as to establish an ecosystem that is conducive to excellence in teach-ing.When recognizing teaching achievements,we should follow a differentiation strategy to reduce imbalance in the distribution of award winners among different types of higher education institutions.When fostering teaching achievements,we should adopt a bot-tom-up approach,give teachers greater autonomy,and focus not on application documents but actual outcomes so as to continuously reinforce teaching excellence.

teaching achievement award schemesignificance of teaching achievementsfeatures of teaching achievementsfoste-ring teaching achievementsimproving the award scheme

许庆豫、王贤娴

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苏州大学教育学院 苏州,215123

合肥大学教育学院 合肥,230601

教学成果奖励制度 教学成果内涵 教学成果特征 教学成果培育 人才培养

2020年度国家社科基金教育学一般项目2023年度合肥学院人才科研基金项目

BIA20016623RC46

2024

现代大学教育
湖南省高教学会,中南大学

现代大学教育

CSSCICHSSCD北大核心
影响因子：1.282
ISSN：1671-1610
年,卷(期)：2024.40(1)
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