促进大学教师的“卓越教学”从行为主义走向反思性认可

Promoting “ Excellent Teaching ” in Higher Education: From Behaviorism to Reflective Endorsement

把大学教学当作法律事务、经济事务或教育事务，其内在机制可视为“刺激一反应”或“控制者一受控者”的行为主义模式。本文以北京大学教师教学发展现状调查为依据，将大学教学置入伦理事务的范畴，经.由教师对教学进行“反思性审查”分化出来3种状态——反思性认可、反思性缺失和反思性排斥，结合行为主义动机模式的外部刺激的强弱程度，区分出大学教师6种不同的教学投入状态。大学如果认识到追求认知理性的教师同时也是学者，他们追求伦理维度的反思性认可形成独特的反思性权威并在相互尊重的原则下组成学术共同体，那么大学教学经由教师的反思性审查，可以使其在整体功能上呈现出最卓越的特征。

With respect to legal， economic， or educational affairs， a ＂stimulus-reaction＂ model of behaviorism can describe the internal mechanism of teaching in higher education. Based on an investigation of faculty development at Peking University ， this study conceptualizes teaching as an ethical practice ， and examines three modes of reflection : a mode in which teachers accept a decision after reflection， a mode m which teachers reject a decision after reflection ， and a mode in which teachers do not practice reflection as a habit of deliberation. By situating these modes in the context of an external model of Behaviorism， this study offers six categories for classification. If teachers begin to exhibit ethical teaching practices， including reflective assessment ， universities will benefit from a climate that emphasizes the importance of deliberation and mutual respect.