本文選題：臺(tái)灣高等教育政策 + 大學(xué)教學(xué)質(zhì)量�。� 參考：《南京大學(xué)》2013年碩士論文

【摘要】：我國(guó)臺(tái)灣地區(qū)于2004年頒布實(shí)施“獎(jiǎng)勵(lì)大學(xué)教學(xué)卓越計(jì)劃”,希望透過競(jìng)爭(zhēng)性獎(jiǎng)勵(lì)機(jī)制,補(bǔ)助臺(tái)灣地區(qū)大學(xué)校院中約30%～40%的學(xué)校,使其進(jìn)行師資、學(xué)生、課程規(guī)劃及教學(xué)品質(zhì)管控機(jī)制等整體制度面的革新及建制,以構(gòu)筑本地區(qū)教學(xué)卓越大學(xué)的典范,進(jìn)而帶動(dòng)整體大學(xué)校院教學(xué)品質(zhì)的提升。這項(xiàng)政策是臺(tái)灣新世紀(jì)高等教育政策中第一次以改進(jìn)教學(xué)為核心的方案。經(jīng)過八年的政策實(shí)施,效果已初步呈現(xiàn),提升大學(xué)教學(xué)質(zhì)量的意識(shí)得到了強(qiáng)化,重視教學(xué)的風(fēng)氣也初步形成。那么,“獎(jiǎng)勵(lì)大學(xué)教學(xué)卓越計(jì)劃”的設(shè)計(jì)思路是什么?在實(shí)施過程中采取了哪些具體的舉措? 本研究希望立足于這一政策,探討該政策的設(shè)計(jì)初衷與思路,了解臺(tái)灣在該政策的推動(dòng)下在促進(jìn)人才培養(yǎng)、提升大學(xué)教學(xué)質(zhì)量方面的具體舉措,相信其對(duì)大陸地區(qū)繼續(xù)推動(dòng)“高等學(xué)校本科教學(xué)質(zhì)量與教學(xué)改革工程”有很大的借鑒價(jià)值。 本研究主要采用文獻(xiàn)分析和訪談?wù){(diào)查的方法。首先,通過對(duì)政策文本的深入解讀,梳理出“獎(jiǎng)勵(lì)大學(xué)教學(xué)卓越計(jì)劃”的出臺(tái)背景與總體設(shè)計(jì)思路；在此基礎(chǔ)上,詳細(xì)探討該政策的具體實(shí)施進(jìn)展；之后,從教育政策學(xué)的視角,對(duì)“獎(jiǎng)勵(lì)大學(xué)教學(xué)卓越計(jì)劃”的政策內(nèi)容、政策過程、政策價(jià)值、政策效果四個(gè)方面進(jìn)行分析。 本研究的主要結(jié)論有： 1.“獎(jiǎng)勵(lì)大學(xué)教學(xué)卓越計(jì)劃”是一個(gè)帶有明顯的問題導(dǎo)向性質(zhì)的政策方案。臺(tái)灣地區(qū)大學(xué)教學(xué)質(zhì)量的下降是該政策制定的根本原因；與追求高等教育“學(xué)術(shù)卓越”為核心的“發(fā)展國(guó)際一流大學(xué)及頂尖中心研究計(jì)劃”相抗衡,從而糾正“重科研輕教學(xué)”的政策偏向,是該政策制定的直接原因。 2.受補(bǔ)助學(xué)校在政策實(shí)施過程中組織架構(gòu)健全：以執(zhí)行系統(tǒng)為核心,以支援系統(tǒng)為輔助,以考核系統(tǒng)為保障；實(shí)施重點(diǎn)清晰：以課程、教師教學(xué)、學(xué)生學(xué)習(xí)三者為改革主線,以資源充實(shí)和品質(zhì)保證為支撐。 3.大學(xué)教學(xué)發(fā)展中心和區(qū)域教學(xué)資源中心是“獎(jiǎng)勵(lì)大學(xué)教學(xué)卓越計(jì)劃”下的產(chǎn)物。大學(xué)教學(xué)發(fā)展中心作為政策落實(shí)的基點(diǎn),區(qū)域教學(xué)資源中心作為協(xié)同發(fā)展的節(jié)點(diǎn),推動(dòng)政策順利開展。 4.“獎(jiǎng)勵(lì)大學(xué)教學(xué)卓越計(jì)劃”背后的價(jià)值取向主要表現(xiàn)在價(jià)值選擇、利益選擇和權(quán)力選擇上。在教學(xué)與研究的價(jià)值選擇上,傾向強(qiáng)化“教學(xué)”核心價(jià)值,塑造教學(xué)卓越典范；在公平與效率的利益選擇上,衡量多元主體利益沖突與訴求,追求公平與效率的統(tǒng)一；在自由與規(guī)范的權(quán)力選擇上,注重績(jī)效評(píng)估與品質(zhì)管控,強(qiáng)化政府監(jiān)督與規(guī)范的角色。 5.“獎(jiǎng)勵(lì)大學(xué)教學(xué)卓越計(jì)劃”主要取得了三方面的成效：各項(xiàng)與教學(xué)相關(guān)的機(jī)制與制度已建立和完善；區(qū)域資源整合與共享機(jī)制已基本建立并運(yùn)行良好；強(qiáng)化了大學(xué)對(duì)教學(xué)核心價(jià)值的認(rèn)知,促使大學(xué)領(lǐng)導(dǎo)者深刻反思教學(xué)的重大意義。然而,大學(xué)領(lǐng)導(dǎo)者對(duì)教學(xué)永續(xù)經(jīng)營(yíng)的意識(shí)還不夠強(qiáng)烈,教師投身教學(xué)和學(xué)生投身學(xué)習(xí)的濃厚氛圍尚未在校園中廣泛形成。
[Abstract]:This policy is the first in Taiwan ' s higher education policy to improve the teaching quality of the whole university . This policy is the first in the policy of higher education in Taiwan to improve the teaching quality .

It is hoped that this policy should be based on this policy , and the purpose and thinking of the policy will be discussed . In order to understand the concrete measures of Taiwan ' s promotion of the policy in promoting the training of talents and improving the teaching quality of the university , it is believed that it has great reference value to the mainland region to continue to promote the teaching quality and teaching reform of the university .

This study mainly adopts the methods of literature analysis and interview survey . Firstly , through the deep interpretation of the policy text , the background and the general design idea of " award university teaching excellence program " are summarized .
On this basis , the detailed implementation progress of the policy is discussed in detail .
Then , from the point of view of educational policy , this paper analyzes the policy content , policy process , policy value and policy effect of " award university teaching excellence program " .

The main conclusions of this study are as follows :

1 . The award university teaching excellence program is a policy scheme with obvious problem - oriented property . The decline of teaching quality in Taiwan area is the root cause of the policy formulation ;
It is the direct reason for the policy formulation to correct the policy deviation of " heavy scientific research and light teaching " , which is the core of the pursuit of " academic excellence " of higher education .

2 . The subsidized school has a sound organizational structure in the implementation of the policy : the implementation of the system as the core , the support system as the support , and the assessment system as the guarantee ;
The key points of implementation are as follows : curriculum , teacher ' s teaching and student learning are the main lines of reform , and the resources are enriched and the quality is guaranteed as support .

3 . The Center for Teaching and Development of University and the Center for Regional Teaching Resources are the products under the Teaching Excellence Program of the Award University . As the basis point of policy implementation , the Center for Teaching and Development of the University is the node of the cooperative development , which promotes the smooth development of the policy .

4 . The value orientation behind the award university ' s teaching excellence is mainly in value choice , interest selection and power selection . In the choice of the value of teaching and research , it tends to strengthen the core value of " teaching " and shape the excellence model of teaching ;
In the interests of fairness and efficiency , we measure the conflicts and demands of multiple entities , and seek the unity of fairness and efficiency .
On the choice of the right of freedom and norm , pay attention to the performance evaluation and quality control , strengthen the role of government supervision and regulation .

5 . The " award university teaching excellence program " has made three main achievements : the mechanism and system related to teaching have been established and perfected ;
The regional resource integration and sharing mechanism has been basically established and well run ;
It has strengthened the cognition of the core value of the teaching , and promoted the university leaders to reflect on the great significance of the teaching . However , the consciousness of the university leaders to the teaching perpetual operation is not strong enough , and the thick atmosphere of the teacher ' s investing in teaching and the students ' investing in learning has not been widely formed in the campus .
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G649.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 呂華;;從教育政策學(xué)視角看當(dāng)代世界教育改革[J];教育與教學(xué)研究;2011年11期

2 賈匯亮;高等教育質(zhì)量保障與評(píng)價(jià)機(jī)制建設(shè)[J];高教探索;2003年01期

3 熊志翔;;高等教育質(zhì)量保障的制度性變革[J];高教探索;2008年02期

4 尚紅娟;;臺(tái)灣大學(xué)系所評(píng)鑒制度研究[J];復(fù)旦教育論壇;2011年01期

5 溫恒福;;大學(xué)教學(xué)質(zhì)量的概念、問題與改進(jìn)策略[J];黑龍江高教研究;2008年02期

6 戚業(yè)國(guó);;高校內(nèi)部本科教學(xué)質(zhì)量保障體系建設(shè)的理論框架[J];江蘇高教;2009年02期

7 邱國(guó)鋒;高等教育質(zhì)量保障:系統(tǒng)及其運(yùn)作[J];遼寧教育研究;2005年09期

8 戚業(yè)國(guó);;論高等教育質(zhì)量保障的思想、模式與組織體系[J];青島農(nóng)業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2007年01期

9 石火學(xué);;教育政策執(zhí)行的概念、屬性與內(nèi)在價(jià)值[J];江蘇高教;2012年05期

10 林杰;;轉(zhuǎn)型之下的臺(tái)灣高等教育[J];教育學(xué)報(bào);2006年02期

，

本文編號(hào)：2085056