Teaching Achievement Award of Higher Education:Rethinking and Remodeling
The establishment of teaching achievement award plays an impor-tant role on the quality improvement of higher education in China.But there are some harmful trends in it that are not taken seriously yet by academic members and administrators,and that need to be deeply researched and corrected.In this paper,some trends and their causes and evolution mechanism of teaching a-chievements that are applied for reward or have been rewarded in recent years in China are rethought through actual research based on management science theory and system structure analysis method.Results show that there exist five trends in the operation of teaching achievement award of higher education in China,of which four trends about teaching achievement such as strategic research topics,high-status project directors,large-scale assembly of achievements,and innovation in form,and one trend about award competition by external force.The five trends are not isolated,and form an interactive system with some positive feedbacks that has a tendency to intensify.On this basis,the cracking mechanism of the five trends is researched.Further,some concrete suggestions to remodel the management system of teaching achievement award are put forward,such as re-modeling of award structure from high-end to multi-level structure,remodeling of award standard from magnificent to profound standard,and remodeling of award mechanism from dependent on external force to equitable mechanism.
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万方数据
