大学教学支持服务体系发展研究
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摘要
20世纪90年代以来,随着“博耶报告”的发表,大学本科教学质量成为国际高等教育研究的焦点问题,大学教学支持服务部门作为保障大学教学发展的重要机构再次引起高等教育界的广泛关注。尽管大学教学支持服务产生于20世纪60年代的西方国家,但直到最近几年,中国内地高校才开始了教学支持服务的初步探索。鉴于中国大学教学支持服务实践的萌芽及其对高等教育大众化阶段教学质量提升的关键作用,加上中西方大学教学支持服务发展之间近半个世纪的历史差距,遂使大学教学支持服务体系成为中国高等教育领域亟待研究的时代课题。为此,本研究以大学教学支持服务机构为研究主线,采用“逐层深入”的研究思路,对大学教学支持服务领域的演进发展进行了历史考察和现实透析,在国际视野与本土实践的双重变奏中探索适应中国高校现实需要的教学支持服务发展之路。
本研究首先将史学研究中的“事件路径”方法嵌入贝雷迪的教育比较研究方法论,从历史研究和国际比较的双重视野对美国、英国、澳大利亚大学教学支持服务领域产生发展的因果机制进行了分析考察,研究发现：(1)高等教育大众化是导致大学教学支持服务产生的主要动因；(2)各国大学教学支持服务机构自诞生以来一直处于稳步发展态势,其组织化和专业化程度趋于增强；(3)教育技术已成为大学教学支持服务的重要内涵,而信息技术则是推动大学教学支持服务机构变革重组的直接动因。
然后,本研究以加拿大为个案,从国家和院校比较的视角出发,运用“事件路径”方法对加拿大大学教学支持服务实践的演进轨迹进行了历史研究,并采用内容分析方法对21所样本大学教学支持服务机构的发展现状进行了定量分析,研究揭示了：(1)加拿大大学教学支持服务实践的产生缘于大学自身的教学发展需求和一批杰出教学实践者的卓越探索；(2)卓越的高校教学支持服务机构会对其他高校的教学支持服务实践产生辐射示范作用；(3)信息技术日益成为提升大学教学支持服务绩效和推动大学教学支持服务组织变革的有力杠杆；(4)构建由学校教学支持中心、院系教学服务办公室和专题教学发展项目组成的三级教学支持服务体系是大学教学支持服务发展的未来趋势。
在上述研究的基础上,本研究进一步从“微观视角”对多伦多大学的教学支持服务体系的创新发展进行了个案研究,研究发现：(1)教学支持的组织化和专业化是提升大学教学服务品质和效能的根本保障；(2)学校决策层对教学的重视与行动支持以及大学重教文化的形成是促进教学支持服务发展的重要力量；(3)杰出的教学实践者和教育研究者是领导教学支持服务机构走向卓越的最佳人选：(4)设立教学支持服务机构的顾问组织、建立机构审议机制是提升教学支持服务品质和效能的有效方式；(5)教学支持与教学技术服务协同发展,并走向融合是高校教学支持服务发展的必然趋势。
最后,本研究采用内容分析方法和个案研究方法从本土视野对国内高校教学支持服务的发展现状进行了分析探讨,(1)揭示了国内高校依然秉持以教学管理、教学监控和教学评估为主导的教学质量保障模式,教学支持服务职能欠缺的现状；(2)揭示了中国大学教学支持服务兴起的根源在于本科教学评估挤压之下,高校自身和大学教师提升教学的需求进一步加剧,加上国外大学的影响和学校决策层的重视,最终导致了大学教学支持服务在中国的萌芽；(3)论证了政府介入推进高校教学支持服务机构建设是短时间内提升国内大学教学支持服务水平的重要途径。
正是沿着“逐层深入”的研究思路,综合运用多种研究方法,本研究最终得出了以下主要结论：(1)高等教育大众化必然导致大学教学支持服务机构的产生；(2)组织化与专业化是高等教育教学支持服务发展的必然趋势,而创建教学支持服务机构日渐成为现代大学制度发展的必然趋势：(3)信息技术是推动大学教学支持服务组织变革的有力杠杆；(4)利益攸关方与时代环境的多向互动决定大学教学支持服务的发展；(5)大学教育研究者与教育研究机构引领教学支持服务的发展潮流；(6)构建“学校—院系—项目”三级教学支持服务体系是促进大学教学系统变革的一种有效方式；(7)国内高校以管理、督导和评估保障教学质量,教学支持服务环节薄弱,因此可以通过制度创新,建立教学支持服务的长效机制,实现教学支持服务的组织化和专业化,突破现有教学质量保障机制的局限；政府的介入也有助于推进我国大学教学支持服务机构的建设。同时,构建“学校—院系—项目”三级教学支持服务体系也是促进国内高校教学质量整体提升的重要路径。
As the Boyer Report was published at the beginning of1990s, undergraduate teaching at universities and colleges has emerged as a hot issue in higher education globally. Furthermore, division of teaching support and services (TSS) as an important mechanism to assure quality teaching at universities and colleges, begins to attract more and more attention. Recently, the TSS is emerging at higher education institutions (HEIs) in China (Mainland), while it has been evolving for fifty years in Western world. Given the great time gap between the TSS in China and that in Western, and its significance to improve teaching quality in higher education, research on TSS has become much more critical since the time of mass higher education came to China. Therefore, the study examines and analyses the history and current status of TSS, especially focuses on TSS units in universities and colleges, and clarifies the future directions of TSS development in China.
As the first step of the study, the research method of "event path" used in historical study is embeded in the four-steps comparative method in education proposed by George Bereday. The cause-effect mechanism of TSS evolution in U.S., Australia, and U.K. is studied from two-fold perspectives of history and comparative education. There are several findings during this phase of study:(1) the mass of higher education is the most essential factor which cause the appearance of TSS at HEIs;(2) the number of TSS units is growing all the time with strenthening organization and professionalism since their first existance in 1960s;(3) instructional technology support has been one of the major function of TSS units at HEIs. Meanwhile, the organizational change of TSS units is mostly led by information technology (IT).
The second step comes to study the development of TSS in a typical country which is Canada, and the "event path "method is used one more time to review the history of TSS in Canada. Then, content analysis method is used to analyse the the data collected from TSS units at21sample universities and colleges in Canada in order to know perceive the status-quo of TSS development at HEIs nationally. It is found that (1) the emergence of TSS in Canada was caused by the internal needs of teaching improvement at HEIs and some outstanding teaching professors' leadship;(2) excellent TSS centres can exert positive impact on those which are not so good;(3) gradually speaking, IT has more and more impact on the efficiency and effectiveness of TSS, while more organizational changes of TSS are caused by IT;(4) building a tri-level teaching support and services, which includes TSS units at university level, divisional level and program level, has been a trend forward.
The next step of the study begins with a case study on the TSS at the University of Toronto from a micro-perspective. It is discovered that (1) the efficiency and effectiveness of TSS is assured through more organized and professional processes;(2) attention and support from senior university administrators, and formation of teaching reward culture are also key factors which influence the quality of TSS;(3) outstanding university teachers and educational researchers are the best candidates to lead TSS to succeed;(4) the establishment of Advisory Board and review mechanism for TSS division is an effective way to enhance the performence of TSS;(5) the integration of educational technology support and pedagogical services side by side is a signaficant trend from now on.
Based on the research above, it is analysed the curent status of TSS development at HEIs in China from a local perspective. And content analysis and case study method are used to conduct this part of research. It is revealed that (1) teaching management, teaching control and teaching assessment are three major ways to assure the undergraduate teaching quality in China, the role of TSS is undervalued;(2) the emergence of TSS in China is caused by the growing needs of teaching improvement from faculty members and HEIs themselves, which amplified by the undergraduate teaching assessment project launched by Ministry of Education of China. What is more, TSS abroad, and senior administrators' support are still critical factors to lead to the birth of TSS. It is proved that government intervention is an effective way to facilitate the growth of TSS in China.
With a"deepening step by step"research design and comprehensive use of appropriate research methods, it is generalized some contusions from the multi-perspectives research above as follows:(1) the mass of higher education leads to the emergence of TSS at HEIs;(2) the establishment of TSS division has been an important part of modern university system, while organized and professionl TSS grows as a necessary trend;(3) IT exerts great impact on the organizational change of TSS;(4) the development of TSS at HEIs is influenced by different parties related to TSS, and the historical backgroud at specific time;(5) it is possible to facilitate the systemic change of university teaching through a tri-level model of TSS;(6) educational researchers and institute of education at universities and colleges are leaders of TSS development forward;(7) teaching management, monitoring and control, and assessment are the most used strategies to assure the teaching quality at HEIs in China, with little teaching support. Therefore, it is suggested that the HEIs could innovate university system through setting up TSS unit as a permanent mechanism to provide long-term pedagogical services, make TSS more organized and professionalized gradually. Besides, government intervention and building of tri-level approach for TSS are two possible strategies to improve university teaching systemically.
本研究首先将史学研究中的“事件路径”方法嵌入贝雷迪的教育比较研究方法论,从历史研究和国际比较的双重视野对美国、英国、澳大利亚大学教学支持服务领域产生发展的因果机制进行了分析考察,研究发现：(1)高等教育大众化是导致大学教学支持服务产生的主要动因；(2)各国大学教学支持服务机构自诞生以来一直处于稳步发展态势,其组织化和专业化程度趋于增强；(3)教育技术已成为大学教学支持服务的重要内涵,而信息技术则是推动大学教学支持服务机构变革重组的直接动因。
然后,本研究以加拿大为个案,从国家和院校比较的视角出发,运用“事件路径”方法对加拿大大学教学支持服务实践的演进轨迹进行了历史研究,并采用内容分析方法对21所样本大学教学支持服务机构的发展现状进行了定量分析,研究揭示了：(1)加拿大大学教学支持服务实践的产生缘于大学自身的教学发展需求和一批杰出教学实践者的卓越探索；(2)卓越的高校教学支持服务机构会对其他高校的教学支持服务实践产生辐射示范作用；(3)信息技术日益成为提升大学教学支持服务绩效和推动大学教学支持服务组织变革的有力杠杆；(4)构建由学校教学支持中心、院系教学服务办公室和专题教学发展项目组成的三级教学支持服务体系是大学教学支持服务发展的未来趋势。
在上述研究的基础上,本研究进一步从“微观视角”对多伦多大学的教学支持服务体系的创新发展进行了个案研究,研究发现：(1)教学支持的组织化和专业化是提升大学教学服务品质和效能的根本保障；(2)学校决策层对教学的重视与行动支持以及大学重教文化的形成是促进教学支持服务发展的重要力量；(3)杰出的教学实践者和教育研究者是领导教学支持服务机构走向卓越的最佳人选：(4)设立教学支持服务机构的顾问组织、建立机构审议机制是提升教学支持服务品质和效能的有效方式；(5)教学支持与教学技术服务协同发展,并走向融合是高校教学支持服务发展的必然趋势。
最后,本研究采用内容分析方法和个案研究方法从本土视野对国内高校教学支持服务的发展现状进行了分析探讨,(1)揭示了国内高校依然秉持以教学管理、教学监控和教学评估为主导的教学质量保障模式,教学支持服务职能欠缺的现状；(2)揭示了中国大学教学支持服务兴起的根源在于本科教学评估挤压之下,高校自身和大学教师提升教学的需求进一步加剧,加上国外大学的影响和学校决策层的重视,最终导致了大学教学支持服务在中国的萌芽；(3)论证了政府介入推进高校教学支持服务机构建设是短时间内提升国内大学教学支持服务水平的重要途径。
正是沿着“逐层深入”的研究思路,综合运用多种研究方法,本研究最终得出了以下主要结论：(1)高等教育大众化必然导致大学教学支持服务机构的产生；(2)组织化与专业化是高等教育教学支持服务发展的必然趋势,而创建教学支持服务机构日渐成为现代大学制度发展的必然趋势：(3)信息技术是推动大学教学支持服务组织变革的有力杠杆；(4)利益攸关方与时代环境的多向互动决定大学教学支持服务的发展；(5)大学教育研究者与教育研究机构引领教学支持服务的发展潮流；(6)构建“学校—院系—项目”三级教学支持服务体系是促进大学教学系统变革的一种有效方式；(7)国内高校以管理、督导和评估保障教学质量,教学支持服务环节薄弱,因此可以通过制度创新,建立教学支持服务的长效机制,实现教学支持服务的组织化和专业化,突破现有教学质量保障机制的局限；政府的介入也有助于推进我国大学教学支持服务机构的建设。同时,构建“学校—院系—项目”三级教学支持服务体系也是促进国内高校教学质量整体提升的重要路径。
As the Boyer Report was published at the beginning of1990s, undergraduate teaching at universities and colleges has emerged as a hot issue in higher education globally. Furthermore, division of teaching support and services (TSS) as an important mechanism to assure quality teaching at universities and colleges, begins to attract more and more attention. Recently, the TSS is emerging at higher education institutions (HEIs) in China (Mainland), while it has been evolving for fifty years in Western world. Given the great time gap between the TSS in China and that in Western, and its significance to improve teaching quality in higher education, research on TSS has become much more critical since the time of mass higher education came to China. Therefore, the study examines and analyses the history and current status of TSS, especially focuses on TSS units in universities and colleges, and clarifies the future directions of TSS development in China.
As the first step of the study, the research method of "event path" used in historical study is embeded in the four-steps comparative method in education proposed by George Bereday. The cause-effect mechanism of TSS evolution in U.S., Australia, and U.K. is studied from two-fold perspectives of history and comparative education. There are several findings during this phase of study:(1) the mass of higher education is the most essential factor which cause the appearance of TSS at HEIs;(2) the number of TSS units is growing all the time with strenthening organization and professionalism since their first existance in 1960s;(3) instructional technology support has been one of the major function of TSS units at HEIs. Meanwhile, the organizational change of TSS units is mostly led by information technology (IT).
The second step comes to study the development of TSS in a typical country which is Canada, and the "event path "method is used one more time to review the history of TSS in Canada. Then, content analysis method is used to analyse the the data collected from TSS units at21sample universities and colleges in Canada in order to know perceive the status-quo of TSS development at HEIs nationally. It is found that (1) the emergence of TSS in Canada was caused by the internal needs of teaching improvement at HEIs and some outstanding teaching professors' leadship;(2) excellent TSS centres can exert positive impact on those which are not so good;(3) gradually speaking, IT has more and more impact on the efficiency and effectiveness of TSS, while more organizational changes of TSS are caused by IT;(4) building a tri-level teaching support and services, which includes TSS units at university level, divisional level and program level, has been a trend forward.
The next step of the study begins with a case study on the TSS at the University of Toronto from a micro-perspective. It is discovered that (1) the efficiency and effectiveness of TSS is assured through more organized and professional processes;(2) attention and support from senior university administrators, and formation of teaching reward culture are also key factors which influence the quality of TSS;(3) outstanding university teachers and educational researchers are the best candidates to lead TSS to succeed;(4) the establishment of Advisory Board and review mechanism for TSS division is an effective way to enhance the performence of TSS;(5) the integration of educational technology support and pedagogical services side by side is a signaficant trend from now on.
Based on the research above, it is analysed the curent status of TSS development at HEIs in China from a local perspective. And content analysis and case study method are used to conduct this part of research. It is revealed that (1) teaching management, teaching control and teaching assessment are three major ways to assure the undergraduate teaching quality in China, the role of TSS is undervalued;(2) the emergence of TSS in China is caused by the growing needs of teaching improvement from faculty members and HEIs themselves, which amplified by the undergraduate teaching assessment project launched by Ministry of Education of China. What is more, TSS abroad, and senior administrators' support are still critical factors to lead to the birth of TSS. It is proved that government intervention is an effective way to facilitate the growth of TSS in China.
With a"deepening step by step"research design and comprehensive use of appropriate research methods, it is generalized some contusions from the multi-perspectives research above as follows:(1) the mass of higher education leads to the emergence of TSS at HEIs;(2) the establishment of TSS division has been an important part of modern university system, while organized and professionl TSS grows as a necessary trend;(3) IT exerts great impact on the organizational change of TSS;(4) the development of TSS at HEIs is influenced by different parties related to TSS, and the historical backgroud at specific time;(5) it is possible to facilitate the systemic change of university teaching through a tri-level model of TSS;(6) educational researchers and institute of education at universities and colleges are leaders of TSS development forward;(7) teaching management, monitoring and control, and assessment are the most used strategies to assure the teaching quality at HEIs in China, with little teaching support. Therefore, it is suggested that the HEIs could innovate university system through setting up TSS unit as a permanent mechanism to provide long-term pedagogical services, make TSS more organized and professionalized gradually. Besides, government intervention and building of tri-level approach for TSS are two possible strategies to improve university teaching systemically.
引文
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