共查询到20条相似文献，搜索用时 31 毫秒
1.
Robert A. Cannon 《Higher Education》1983,12(1):19-33
Teaching is the major professional activity of academic staff in Australian universities. Much disquiet about the quality of this teaching has been expressed by governments, committees of enquiry, students and by academics. There have been several attempts to improve the quality of university teaching, all of which have been considerable acts of faith. The persistence of disquiet, however, suggests that past efforts to improve the quality of university teaching have not been completely successful. An analysis of universities as organizations, of the characteristics of academic staff, and of the change process in universities leads to a number of conclusions about why past attempts to improve teaching may not have been as successful as hoped. First, the problem of improving teaching is extraordinarily complex. Complexity is inherent in the organizational character of universities and in the characteristics of academic staff and their work. Second, the attempts made to deal with the teaching problem are novel: the major responses to improving teaching did not come until the early-mid 1970s. Third, there was - and still is - a weak theoretical and knowledge base for action and, finally, the focus on developing individuals may not have been the best focus for teaching improvement strategies. 相似文献
2.
针对研究生专业学术表达的需求和研究生英语教学现状,建议将医学英语教学整合到基础英语教学,以培养研究生学术表达和交流能力;将课外学习效果考核和形成性评价纳入课程评价体系;以教师主导和学生自主相结合的学生中心型教学模式等来提高研究生的英语教学质量。 相似文献
3.
天体物理学近年来突飞猛进的发展使其成为当今自然科学领域中最活跃的学科之一,国内很多高校已将天体物理纳入物理系的专业选修课程,这有助于天体物理知识的普及和天文事业后备人才的培养.因此,天体物理教学质量的改进对提高大学生科学文化素质以及天文事业的发展具有重要的促进作用.在教学实践中发现,教师、教学内容、教学方法和手段是提高天体物理教学质量的三个重要方面.首先,教师要提高个人素质,不断地学习专业知识、教育知识以及物理学史等相关知识,并坚持教学与科研相结合的原则.其次,要恰当地选取教材,增加教学内容的趣味性以及实验教学内容.最后,结合课堂教学与实验教学,采用合理的测评方式,提高学生学习天体物理的兴趣,培养学生的实践能力与创新能力. 相似文献
4.
Ming Cheng 《高等教育研究与发展》2012,31(6):785-795
Declining trust in public services has led to increasing calls for higher education to be ‘accountable’ for the quality of its teaching and learning provision. However, increasing levels of quality evaluation have led academics to feel that their professionalism is under attack. Reflecting on this history and various dimensions of accountability, this paper seeks to interpret accountability by addressing two questions: What is accountability in higher education? How can it be related to academic professionalism? The paper argues that professionalism and accountability appear to be contradictory terms, but can exist simultaneously. If academics' moral and social responsibility becomes requisite to an enhanced social accounting for the quality of university teaching and learning, there could be less perceived tension between academic professionalism and accountability. 相似文献
5.
个体知识不确定性和群体知识确定性需求的矛盾,要求高校教授学生确定性知识的同时还要引导学生具有思辨和认知的能力。为实现这一教学目标,从知识不确定性内容和表象的分析入手,总结出知识确定性转化过程的4个步骤,即认知方式转化、知识元件转化、逻辑推理转化和知识网络转化,并提出了高校教学的5种策略,即启发和概括、梳理和强化、讨论和辨析、验证和去伪以及协同和统一。并运用5个策略讨论缓解高校教学中需要克服的知识确定性转化中知识确定性与知识进步、知识确定性与存在差异性、学术自由与组织趋同3个方面矛盾的方法。 相似文献
6.
伴随着我国高等教育规模的扩张,高校从事教学科研工作的学术人员数量大增。作为我国科学研究的一支重要生力军,高校学术人员一方面有力推动了我国整体科技发展的水平和质量,另一方面,在学术领域也滋生了学术失范现象。由此,构建高校学术问责制的理论探讨应运而生,但要进入实践领域,应当充分考虑以下三个相关问题：高校学术失范现象大量滋生的归因问题、学术自由欠缺下高校学术问责制实施的风险问题、学术问责中的责任认定问题。 相似文献
7.
Rethinking accountability in a knowledge society 总被引：2，自引：0，他引：2
Pasi Sahlberg 《Journal of Educational Change》2010,11(1):45-61
Competition between schools combined with test-based accountability to hold schools accountable for predetermined knowledge
standards have become a common solution in educational change efforts to improve the performance of educational systems around
the world. This is happening as family and community social capital declines in most parts of developed world. Increased competition
and individualism are not necessarily beneficial to creating social capital in schools and their communities. This article
argues that: (1) the evidence remains controversial that test-based accountability policies improve the quality and efficiency
of public education; (2) the current practice of determining educational performance by using primarily standardized knowledge
tests as the main means of accountability is not a necessary condition for much needed educational improvement; and (3) there
is growing evidence that increased high-stakes testing is restricting students’ conceptual learning, engaging in creative
action and understanding innovation, all of which are essential elements of contemporary schooling in a knowledge society.
Finland is used as an example to suggest that educational change should rather contribute to increasing networking and social
capital in schools and in their communities through building trust and strengthening collective responsibilities within and
between schools. This would create better prospects of worthwhile lifelong learning in and out of schools. Based on this analysis,
the article concludes that education policies should be directed at promoting more intelligent forms of accountability to
meet external accountability demands and to encourage cooperation rather than competition among students, teachers and schools. 相似文献
8.
王德炎 《阿坝师范高等专科学校学报》2005,22(4):93-95
如何提高高校教师的思想道德素质,对于高校师资队伍建设有着特殊意义。高校要从青年教师实际出发,以提高其理论水平,帮助其以树立正确的世界观和确立崇高师德为重点,通过政治理论学习,严格管理,做好青年教师党建工作,解决他们的实际问题等措施不断提高青年教师的思想道德素质,为他们尽快成为合格的高校教师奠定坚实的基础。 相似文献
9.
Michael Christie Hetty Grunefeld Gerda Thibautt 《European Journal of Engineering Education》2001,26(4):441-450
This article argues that the increase in the number of teaching and learning centres in universities of technology in recent years is bound up with concerns about the quality of university education. Universities that have set up such centres have been motivated to do so for two main reasons. They are keen to improve the image and the capacity of their teaching faculty. They also hope to attract students at a time when many school leavers prefer immediate, well-paid employment to four or more years of study. There has been outside pressure as well. Governments have demanded that tertiary institutions become more accountable. Governments are insisting that taxpayers get value for their money, especially in the area of teaching and learning. The question asked in this article is whether or not teaching and learning centres should be modelling quality issues as well as teaching and learning issues. Our conclusion is that the centres should be proactive in this matter, providing their institution with both theoretical and practical models of quality management and assurance. 相似文献
10.
Organizational actorhood is a term that has gained prominence in literature about higher education as a way to describe some of the key global change processes with emphasis on organizational accountability, formalization of structure, focus on goal definition and managerialism. At the same time, there is less knowledge about how organizational actorhood is constructed in professional higher education institutions. Based on over 100 interviews and document studies of two case institutions, this article argues that professional higher education institutions show many characteristics of aiming to construct organizational actorhood, while their understanding of accountability is broader than would be in traditional comprehensive universities. 相似文献
11.
Sarah Guri-Rosenblit 《Higher Education in Europe》2001,26(4):487-499
The first section of this article examines the current models of "virtual universities" that provide various forms of distance education. Distance teaching at university level is offered, nowadays, through at least five major organizational models: single-mode distance teaching universities, dual- and mixed-mode universities, extension services, consortia-type ventures, and new technology-based universities. The article analyzes the merits of the new information and communication technologies (ICTs) in the context of each of these five models, as well as the problems associated with their implementation. The second section discusses future trends in the development of distance education in higher education systems and touches upon five domains: potential student constituencies, new roles for the academic faculty, new forms of knowledge generation and delivery, the restructuring of the organizational infrastructures of universities, and the impact of globalization on higher education markets. The conclusion highlights some of the major difficulties in the processes of implementing the new ICTs into various higher education systems and offers a few suggestions as to how to proceed in tackling major problems. 相似文献
12.
Theodor Leiber 《Quality in Higher Education》2019,25(1):76-97
In contemporary knowledge societies, performance indicators are an indispensable element of sustainable quality management and enhancement through monitoring and evaluating quality performance of higher education institutions. It is argued that learning and teaching quality in higher education should be approached in a holistic way, namely across the four subdomains of learning and teaching environment, teaching processes, learning processes and learning outcomes and their assessment. performance indicators related to these areas must align with a synoptic understanding of learning and teaching comprising behavioural, information processing, cognitive, social (constructivism) and humanistic theories of learning. Selected issues from a comprehensive set of about 280 performance indicators for learning and teaching are presented and contextualised. The indicators set resulted and emerged from critical reflection of research literature and explorative surveys of various informed and engaged stakeholders, from 14 public European universities, and a general theory of learning and teaching. 相似文献
13.
以"工程材料与机械制造基础"为例,讨论和分析了应用型本科院校理论基础课程的网络教学方式。针对"理论抽象、知识面广、实践性强"的工科理论基础课的网络教学质量问题,提出了从思想、内容和手段多角度强化设计的教学方法,强调网络教学应在树立学生积极主动学习态度的基础上,结合课程内容、学生学情及网络教学特点,注重教学设计,改进教学手段,增强师生互动,确保学生课堂听讲的有效时间和知识吸收率,改革考核方式,全面提高学生的学习质量。同时,在一定程度上激发了学生自主学习的积极性,有助于学生课外知识的拓展,以及良好学习习惯的养成。 相似文献
14.
面对面教学和在线学习优势相结合的混合式教学已成为当前高校的重要教学模式之一,如何提高混合式教学质量成为教育者关注的重要研究课题。在教学实践中,采用混合式教学模式,学生课前利用云学习平台开展线上学习,课上通过参加若干个教学活动实现知识内化,课后通过作业等教学活动实现知识巩固。对云学习平台的学习数据和学生期末考试成绩进行数据分析,结果表明混合式教学活动参与质量与课程教学质量直接相关,混合式教学提升了课程教学效果。 相似文献
15.
As universities are centres of learning, the lecturer/teacher is, so to speak, the basic institutional journeyman who as an academic and scientist devotes much of his/her time to teaching rather than to pure research. The task of teaching, given the massification of universities, the diversity of students, and the advent of the new information technologies, is much more a question of inducing student learning than of mechanically transmitting knowledge. Therefore, newly recruited university lecturers must have come to their posts with an understanding of university pedagogy. As their careers begin, lecturers must be offered continued instruction in the art of teaching and the inducement of learning in others. Good teaching/inducement‐of‐learning work is a contribution to knowledge and should be as well rewarded as the contribution to knowledge that comes from pure research. Prior professional training should also be made available to university teachers taking up administrative responsibilities. 相似文献
16.
It is conventionally assumed that student ratings perform a significant function in driving improvement in pedagogical practices in higher education. As a result, this form of evaluation has gradually become institutionalised in recent decades as an essential proxy for understanding teaching and course quality in universities across the world. However, with the rise of market-based models in higher education and heightened expectations for accountability mechanisms, the role and functional purpose of ratings-based student evaluation have become increasingly confused. This rising ambiguity has created strong tensions between the seminal drive of student ratings as a tool of quality improvement, and the emerging demands for its use as a transparent accountability measure for the comparative assessment of academic performativity. So are student ratings now largely a tool of quality assurance or performance measurement, or do they remain a legitimate tool for pedagogical improvement? This paper reports on a study that responded to this critical question by considering the contemporary work of student ratings in a major Australian university. The outcomes of this research demonstrate that tension between improvement and accountability motives is causing considerable confusion and discord around the role and value of the student voice. It also reveals that academics are tending to discount the often critical insights of students on the implications of their pedagogical practices as a result of the elevating institutional role of student ratings as a proxy for teaching quality. In considering these outcomes, rising levels of academic dissonance around student ratings would suggest a necessity to consider broadened evaluative strategies that are able to more effectively capture the improvement potential offered by the student voice. 相似文献
17.
高等院校是为社会培养高端人才的主要教育基地,应不断创新教学与管理方式,逐渐提高学生的学习能力,为社会输送更多的高素质人才。生物化学课是生物药学专业学生学习专业知识中的一门基础课程,由于这门课程过于基础,教师在教授过程中往往忽略它的重要性,不能进行深入教学,导致学生学习兴趣不高,创新能力低下等。因此,教师应正确认识这种情况,通过提高自身教学水平,来提高大学生的科研兴趣及创新能力。 相似文献
18.
Under the Every Student Succeeds Act (ESSA), it is imperative that American public schools assess and improve not only academic but also non-academic measures of student learning such as socioemotional skills. The policy shift towards broad-based school accountability calls for reassessing school effectiveness from whole child development perspectives and addressing potential biases and limitations of conventional value-added measures (VAM). Through multivariate multilevel analyses of the Early Childhood Longitudinal Study-Kintergarten (ECLS-K): 2011 data, this study applies multi-objective value-added measures (MOVAM) approach to assess and improve school effectiveness for academic and socioemotional learning. The study results show different patterns of academic vs. socioemotional learning gains, and also weak correlations between school effects on the two types of learning outcomes. Nevertheless, the comparisons of academically and socioemotionally effective vs. ineffective schools imply that schools can and should improve both academic and socioemotional learning outcomes through synergistic improvement of key organizational and instructional conditions. 相似文献
19.
Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. Maintaining the competitive edge has seen an increase in public accountability of higher education institutions through the mechanism of ranking universities based on the quality of their teaching and learning outcomes. As a result, assessment processes are under scrutiny, creating tensions between standardisation and measurability and the development of creative and reflective learners. These tensions are further highlighted in the context of large undergraduate subjects, learner diversity and time-poor academics and students. Research suggests that high level and complex learning is best developed when assessment, combined with effective feedback practices, involves students as partners in these processes. This article reports on a four-phase, cross-institution and cross-discipline project designed to embed peer-review processes as part of the assessment in two large, under-graduate accounting classes. Using a social constructivist view of learning, which emphasises the role of both teacher and learner in the development of complex cognitive understandings, we undertook an iterative process of peer review. Successive phases built upon students’ feedback and achievements and input from language/learning and curriculum experts to improve the teaching and learning outcomes. 相似文献
20.
大学教师发展:实践困境和矛盾分析 总被引：2，自引：0，他引：2
大学教师是大学的核心要素,大学教师的科研、教学和社会服务能力决定了大学的教育质量乃至整个高等教育的质量。从实践层面来看,大学教师的发展还存在诸多困境:培训机制、问责制、学术伦理道德等都不同程度地阻碍了大学教师的发展。在大学教师发展过程中,存在着科学研究的专业化和教学所要求的多维知识结构、教师的内在发展需求与大学组织制度缺位、大学教师职业的稳定性与竞争性的多个矛盾。对于大学教师发展过程中的实践困境和矛盾的分析有助于找到解决问题的途径。 相似文献