%0 Journal Article
%T 高校基层教研室的演化与重建<br>Teaching and Research Groups of Colleges in China: Whence and Whither
%A 洪志忠
%J 大学教育科学
%D 2016
%X 大学教学改革的持续深入离不开教学组织的有力支 持。教研室是我国高校的基层教学组织，在保障教学质量方 面发挥了重要作用。历史上，教研室的发展经历了初创期、定 型期、恢复期和转型期、虚化期四个基本阶段。当前，高校教 研室发展呈现出边缘化的现象，其原因主要源自我国高等教 育发展模式转换、强科研弱教学的办学导向、教学改革“精英 主义”和“工程项目”的迷思以及教研室自身职能芜杂等结构 性因素的影响。高校教研室为教师的集体学习提供了制度安 排，有助于夯实高等教育质量建设的基层组织。教研室活动 的学习内容和学习方式贴近教师的日常教学活动，能够更好 地满足青年教师的教学专业发展需求。重建教研室是一场系 统的组织改进。基于系统权变理论的视角，教研室的改革方 向要聚焦于重塑教学文化，提高教学研究意识，完善教研制 度和流程，培育同侪合作文化，实现有效的教学领导。<br>Studies of teaching reform of colleges have examined how teachers learn to change, but have paid little attention to how grass-roots organizations or groups support teachers professional development. This paper explores how Teaching and Research Groups (TRGs), one of these grassroots organizations in Chinese colleges, functions as a formal instructional organization for teachers’ sustainable professional development and teaching reform. Drawing on interviews, documents and data from statistical yearbook in China, the findings indicate that TRGs historically were institutionalized as formal instructional organizations in 1950s, evolving as significant institutions to provide full support for college teachers’ situated learning and teaching improvement. Historically, TRGs played an important role in faculty’s teaching improvement and the organization itself has undergone five developmental stages from the start-up period, the stereotype period, the recovery the transformation period to its weakened period. Currently, TRGs are gradually marginalized in colleges mainly because of the structural transformation movements in colleges, including the switch of higher education development model, deviation of university functions, confusion of "Elitism" and "Project Thinking" reform path and the intrinsic problems of TRGs. However, effective instructional reform needs a grass-roots organization to provide institutional support for teachers’ development in colleges. The practice of TRGs focuses on learning content and methods closely aligned with classroom behaviors and contributes to building good teaching culture.The conclusion of this paper advocates a return to the “past”, and indicates the necessity of renovating the instructional organizations in each department in colleges. The paper further suggests the way of restructuring TRGs of colleges based on a system contingency perspective. There are various aspects which should be considered in restructuring TRGs of colleges: (1) Value sub-system: how to reconsider the mission and vision of TRGs in colleges; (2) Technical sub-system: how to develop and refresh the expertise in TRGs of colleges; (3) Structural sub-system: how to
%K 教研室
%K 教学研究组织
%K 基层教学组织
%K 教师发展组 织
%K 演化
%K 重建&lt
%K br&gt
%K Teaching and Research Groups(TRGs)
%K evolution
%K renovation
%K instructional organization
%K teaching transformation
%K teacher development organization
%U http://dxjykx.cnmanu.cn/Web/ViewAbstract.aspx?GaoHao=20160313