摘   要
我國(guó)高等教育擔(dān)負(fù)著提高民族整體素質(zhì)和國(guó)家綜合競(jìng)爭(zhēng)力的重要任務(wù)，高校保證和提高教育質(zhì)量正是教育的生命線，而不斷提高教學(xué)質(zhì)量又是高等教育的主旋律，然而在大學(xué)生就業(yè)形勢(shì)的壓力和教育大眾化的驅(qū)使下，部分高等學(xué)校開(kāi)始走向低級(jí)化和功利化，忽視了教學(xué)質(zhì)量的提高甚至改變了高等教育教學(xué)的方向，以就業(yè)為導(dǎo)向，側(cè)重設(shè)立熱門專業(yè)，教師不注重教學(xué)，學(xué)生平時(shí)不愿努力投入學(xué)習(xí)，一心為考證忙碌，或參加社團(tuán)活動(dòng)，或變花樣的玩，考前只有突擊和投機(jī)取巧，忽視了自身綜合文化素質(zhì)的全面提升，這遠(yuǎn)遠(yuǎn)背離了我國(guó)發(fā)展高等教育的宗旨，也不利于學(xué)生自身能力和素質(zhì)的提高，致使學(xué)生質(zhì)量下降，教師缺乏責(zé)任心。教學(xué)質(zhì)量的滑坡不能不引起我們對(duì)高等教育教學(xué)改革的深入思考。
關(guān)鍵詞  教學(xué)改革；師生關(guān)系；教學(xué)方法；學(xué)分制
 
Abstract
 Our country’s higher education undertakes the important task of improving the overall national quality and the national comprehensive competitive power. Guaranteeing and enhancing the quality of education is precisely the education’s lifeline, but improving the quality of teaching is also the higher education’s main melody. However, under the serious situation that college students didn’t get employed easily and on the drive of education popularity， some colleges start to become preliminary and material， neglect the quality of teaching and even to change the higher education’s teaching direction. Taking the employment as the guidance, the teachers don’t pay great attention to the teaching， which leads to that the students devoted all their time to taking certificates and neglected to promote their own comprehensive quality. This goes against our country’s purpose of developing the higher education by far. The landslide about the quality of teaching has no choice but to cause us to ponder the higher education educational reform.
 Keywords   Educational Reform；Teacher and Student Relations；Teaching Method； Credit System
 
目  錄
摘   要 I
Abstract II
目  錄 III
前   言 1
一、中國(guó)高等教育教學(xué)改革存在的問(wèn)題及原因分析 2
（一）教學(xué)觀念轉(zhuǎn)變不夠徹底問(wèn)題 2
1．教學(xué)與科研失調(diào)，教學(xué)得不到重視 2
2．教師和學(xué)生關(guān)系的疏離 2
（二）教學(xué)方法模式化、單一化的弊端 3
1．教學(xué)方法的統(tǒng)一不利于學(xué)生對(duì)知識(shí)的理解和主觀能動(dòng)性的發(fā)揮 4
2．教學(xué)方法的統(tǒng)一不利于學(xué)生思維方式和個(gè)性的培養(yǎng) 4
（三）教學(xué)內(nèi)容注重素質(zhì)養(yǎng)成輕視技能的培訓(xùn) 5
（四）教學(xué)評(píng)價(jià)不夠合理 5
1．教師職稱評(píng)定的誤導(dǎo) 5
2．學(xué)生評(píng)價(jià)標(biāo)準(zhǔn)的錯(cuò)位 6
3．“學(xué)分制”——不夠徹底的人才培養(yǎng)模式 7
二、解決中國(guó)高等教育教學(xué)質(zhì)量問(wèn)題的幾點(diǎn)對(duì)策 8
(一) 創(chuàng)新教學(xué)制度，做到有章必循 8
1．轉(zhuǎn)變教學(xué)觀念——教師應(yīng)該教書育人 8
2．師生互動(dòng)成立學(xué)習(xí)團(tuán)隊(duì) 9
（二）教學(xué)方法在統(tǒng)一中追求多樣性——小班上課和因材施教 9
（三）教學(xué)應(yīng)注重素質(zhì)養(yǎng)成與技能培養(yǎng)的統(tǒng)一 9
（四）教學(xué)質(zhì)量評(píng)價(jià)應(yīng)扎實(shí)、獨(dú)立和健全 10
（五）人才培養(yǎng)模式可以多樣化——靈活的學(xué)分制 11
參考文獻(xiàn) 11
致    謝 13