为满足一流专业建设对基层教学组织的最新要求,实现人才培养质量的提升,基层教学组织地位日益重要。通过分析基层教学组织目标性、多样性、协作性、交叉性、发展性的特征,根据基层教学组织的多样化组织形式及其职能,分析不同形式适用的...为满足一流专业建设对基层教学组织的最新要求,实现人才培养质量的提升,基层教学组织地位日益重要。通过分析基层教学组织目标性、多样性、协作性、交叉性、发展性的特征,根据基层教学组织的多样化组织形式及其职能,分析不同形式适用的环境,并构建与之相对应的运行机制。针对基层教学组织类别、级别、运行模式的多样性,提出从协作沟通机制、激励机制、监督保障机制、评价反馈机制四个方面保障推进基层教学组织发展和一流专业建设。In order to meet the latest requirements of first-class professional construction for basic-level teaching organizations and improve the quality of talent cultivation, the status of basic-level teaching organizations is becoming increasingly important. By analyzing the characteristics of the goals, diversity, collaboration, intersectionality, and development of basic-level teaching organizations, and based on the diverse organizational forms and functions of basic-level teaching organizations, analyzing the environments suitable for different forms, and constructing corresponding operational mechanisms. In response to the diversity of types, levels, and operational modes of basic-level teaching organizations, it is proposed to promote the development of basic-level teaching organizations and first-class professional construction from four aspects: collaborative communication mechanism, incentive mechanism, supervision and guarantee mechanism, and evaluation feedback mechanism.展开更多
文摘为满足一流专业建设对基层教学组织的最新要求,实现人才培养质量的提升,基层教学组织地位日益重要。通过分析基层教学组织目标性、多样性、协作性、交叉性、发展性的特征,根据基层教学组织的多样化组织形式及其职能,分析不同形式适用的环境,并构建与之相对应的运行机制。针对基层教学组织类别、级别、运行模式的多样性,提出从协作沟通机制、激励机制、监督保障机制、评价反馈机制四个方面保障推进基层教学组织发展和一流专业建设。In order to meet the latest requirements of first-class professional construction for basic-level teaching organizations and improve the quality of talent cultivation, the status of basic-level teaching organizations is becoming increasingly important. By analyzing the characteristics of the goals, diversity, collaboration, intersectionality, and development of basic-level teaching organizations, and based on the diverse organizational forms and functions of basic-level teaching organizations, analyzing the environments suitable for different forms, and constructing corresponding operational mechanisms. In response to the diversity of types, levels, and operational modes of basic-level teaching organizations, it is proposed to promote the development of basic-level teaching organizations and first-class professional construction from four aspects: collaborative communication mechanism, incentive mechanism, supervision and guarantee mechanism, and evaluation feedback mechanism.
