本文選題：英國 + 高等教育優(yōu)質(zhì)教學(xué)　； 參考：《東北師范大學(xué)》2013年碩士論文

【摘要】：隨著全球競爭、市場機(jī)制和管理主義對英國高等教育發(fā)展的影響越來越大，英國高等教育教學(xué)發(fā)展面臨著一系列的問題和挑戰(zhàn):教學(xué)資源減少，學(xué)生多樣化，教學(xué)質(zhì)量下降，教學(xué)與科研地位失衡，等等、另一方面，自人們意識(shí)到教學(xué)也是一種專業(yè)化的活動(dòng)，其與研究應(yīng)該有著同等的地位之后，各種提聞教學(xué)在聞等教育中地位的措施開始出現(xiàn)。 英國政府意識(shí)到全球競爭中高等教育對國家經(jīng)濟(jì)發(fā)展的重大意義。高等教育優(yōu)質(zhì)教學(xué)成為英國大學(xué)教師和高等教育學(xué)者所經(jīng)常提及的一個(gè)常用術(shù)語，也逐漸成為高校教師和學(xué)者經(jīng)常進(jìn)行的教學(xué)實(shí)踐和研究活動(dòng)。高等教育優(yōu)質(zhì)教學(xué)是教師所具有的某種教學(xué)理念，這種理念外顯在教師的教學(xué)行為中，就是一種“優(yōu)質(zhì)化”的教學(xué)實(shí)踐，，其優(yōu)質(zhì)性體現(xiàn)在教學(xué)過程的各個(gè)方面，如師生良好的關(guān)系狀態(tài)，師生彼此反饋的積極性和有效性，現(xiàn)代化的教學(xué)手段的運(yùn)用，等等。英國在高等教育優(yōu)質(zhì)教學(xué)的研究和具體推進(jìn)措施方面有著自己的成果和體系。 本文是對英國高等教育優(yōu)質(zhì)教學(xué)及其推進(jìn)措施的探討和研究，由五部分組成，基本內(nèi)容如下： 引言部分是對研究緣由、意義、現(xiàn)狀、目的、方法和概念界定的闡述。 第一章介紹了英國高等教育優(yōu)質(zhì)教學(xué)理念產(chǎn)生和發(fā)展的背景，以及傳統(tǒng)、績效、心理學(xué)化和批判四個(gè)理解視角。 第二章主要從高等教育優(yōu)質(zhì)教學(xué)的生成、本質(zhì)、目標(biāo)、以及量化和控制四個(gè)方面闡述了英國高等教育優(yōu)質(zhì)教學(xué)的內(nèi)涵。 第三章主要介紹了英國推進(jìn)高等教育優(yōu)質(zhì)教學(xué)發(fā)展的措施。這些措施可以分為兩個(gè)方面和三個(gè)層面。兩個(gè)方面是指英國所設(shè)立的優(yōu)質(zhì)教學(xué)獎(jiǎng)和優(yōu)質(zhì)教學(xué)中心，也可以理解為英國推進(jìn)高等教育優(yōu)質(zhì)教學(xué)發(fā)展的兩種主要方法措施；三個(gè)層面是指國家層面、高校層面，以及在教師層面教師對這些措施所進(jìn)行的反應(yīng)和行動(dòng)。 在這一章中，國家層面主要選擇對英國英格蘭高等教育資助委員會(huì)于2005年在54所高校設(shè)立的74個(gè)優(yōu)質(zhì)教學(xué)中心進(jìn)行整體的論述，以及對英國高等教育學(xué)院于2000年設(shè)立的國家級優(yōu)質(zhì)教學(xué)獎(jiǎng)進(jìn)行介紹；在高校層面，主要選擇英國華威大學(xué)優(yōu)質(zhì)教學(xué)中心及其實(shí)踐活動(dòng)作為個(gè)案，探討優(yōu)質(zhì)教學(xué)中心與高等教育優(yōu)質(zhì)教學(xué)發(fā)展的關(guān)系，以及對教師、學(xué)生和高等教育教學(xué)的影響；在教師層面，由于教師個(gè)人對高校和政府促進(jìn)高等教育優(yōu)質(zhì)教學(xué)發(fā)展的措施反應(yīng)不一，很難選取有代表性的教師及其實(shí)踐進(jìn)行分析，因此本文在教師層面主要是對影響教師參與優(yōu)質(zhì)教學(xué)實(shí)踐的因素做了簡單分析。 第四章對英國高等教育優(yōu)質(zhì)教學(xué)的共性進(jìn)行了總結(jié)。雖然目前無論是在理論方面還是實(shí)踐方面，人們對高等教育優(yōu)質(zhì)教學(xué)還存在很多爭議，但是通過前文的論述和分析，本文將高等教育優(yōu)質(zhì)教學(xué)的共性分析為以下幾點(diǎn)：不確定性和多樣性，合作性和競爭性，反思性，教與學(xué)共同發(fā)展，未來取向。文章最后對高等教育優(yōu)質(zhì)教學(xué)進(jìn)行了批判性的思考，試圖理解這一理念目前存在爭議的原因，并思考其未來發(fā)展的意義和價(jià)值。
[Abstract]:With the increasing of global competition , market mechanism and management , there are a series of problems and challenges in the development of British higher education : the decrease of teaching resources , the diversification of students , the decline of teaching quality , the imbalance of teaching and scientific research status , etc .

The British government is aware of the great significance of higher education in the global competition to the development of the national economy . The high quality teaching of higher education has become a common terminology frequently mentioned by teachers and scholars in universities . The quality of higher education is a kind of teaching practice of teachers and scholars . The quality of higher education is reflected in all aspects of the teaching process , such as the good relationship between teachers and students , the enthusiasm and effectiveness of teachers and students , the application of modern teaching means , etc . The UK has its own achievements and system in the research of high quality teaching of higher education and the concrete promotion measures .

This paper is a discussion and research on the high quality teaching of higher education in England and its promotion measures . It consists of five parts . The basic contents are as follows :

The introduction part is the elaboration of the research reasons , the significance , the present situation , the purpose , the method and the concept .

The first chapter introduces the background of the creation and development of the high - quality teaching concept of higher education in England , as well as the traditional , performance , psychology and criticism .

The second chapter expounds the connotation of the high - quality teaching of higher education from four aspects : the generation , the essence , the goal and the quantification and control of the high - quality teaching in higher education .

The third chapter mainly introduces the measures to promote the development of high - quality teaching of higher education in Britain . These measures can be divided into two aspects and three levels . Two aspects refer to the high - quality teaching and quality teaching centers set up in Britain , and the two main measures to promote the high - quality teaching development of higher education in the UK ;
The three dimensions refer to the country level , the level of the university and the responses and actions of teachers at the teacher level to these measures .

In this chapter , the national level mainly chooses 74 high - quality teaching centers set up by the British Higher Education Funding Council in 54 universities in 2005 , and introduces the national quality education award set up in 2000 by the British Higher Education College ;
At the university level , the high - quality teaching center and its practical activities of the University of Warwick of England are selected as a case , and the relationship between the high - quality teaching center and the high - quality teaching development of higher education is discussed , as well as the influence on the teaching of teachers , students and higher education ;
At the teacher level , it is difficult to select a representative teacher and its practice because of the fact that teachers ' personal measures to promote the development of high - quality teaching in higher education are different . Therefore , this paper makes a simple analysis on the factors that influence teachers ' participation in quality teaching practice at the teacher level .

The fourth chapter summarizes the commonness of the high quality teaching of higher education in England . Although there are many disputes about the quality teaching of higher education , both in theory and practice , this paper analyzes the commonness of higher education quality teaching as the following points : uncertainty and diversity , cooperation and competitiveness , reflection , teaching and learning together development and future orientation .
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G649.561

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