摘   要
我國高等教育擔負著提高民族整體素質(zhì)和國家綜合競爭力的重要任務(wù)，高校保證和提高教育質(zhì)量正是教育的生命線，而不斷提高教學質(zhì)量又是高等教育的主旋律，然而在大學生就業(yè)形勢的壓力和教育大眾化的驅(qū)使下，部分高等學校開始走向低級化和功利化，忽視了教學質(zhì)量的提高甚至改變了高等教育教學的方向，以就業(yè)為導向，側(cè)重設(shè)立熱門專業(yè)，教師不注重教學，學生平時不愿努力投入學習，一心為考證忙碌，或參加社團活動，或變花樣的玩，考前只有突擊和投機取巧，忽視了自身綜合文化素質(zhì)的全面提升，這遠遠背離了我國發(fā)展高等教育的宗旨，也不利于學生自身能力和素質(zhì)的提高，致使學生質(zhì)量下降，教師缺乏責任心。教學質(zhì)量的滑坡不能不引起我們對高等教育教學改革的深入思考。
關(guān)鍵詞  教學改革；師生關(guān)系；教學方法；學分制
 
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、中國高等教育教學改革存在的問題及原因分析 2
（一）教學觀念轉(zhuǎn)變不夠徹底問題 2
1．教學與科研失調(diào)，教學得不到重視 2
2．教師和學生關(guān)系的疏離 2
（二）教學方法模式化、單一化的弊端 3
1．教學方法的統(tǒng)一不利于學生對知識的理解和主觀能動性的發(fā)揮 4
2．教學方法的統(tǒng)一不利于學生思維方式和個性的培養(yǎng) 4
（三）教學內(nèi)容注重素質(zhì)養(yǎng)成輕視技能的培訓 5
（四）教學評價不夠合理 5
1．教師職稱評定的誤導 5
2．學生評價標準的錯位 6
3．“學分制”——不夠徹底的人才培養(yǎng)模式 7
二、解決中國高等教育教學質(zhì)量問題的幾點對策 8
(一) 創(chuàng)新教學制度，做到有章必循 8
1．轉(zhuǎn)變教學觀念——教師應該教書育人 8
2．師生互動成立學習團隊 9
（二）教學方法在統(tǒng)一中追求多樣性——小班上課和因材施教 9
（三）教學應注重素質(zhì)養(yǎng)成與技能培養(yǎng)的統(tǒng)一 9
（四）教學質(zhì)量評價應扎實、獨立和健全 10
（五）人才培養(yǎng)模式可以多樣化——靈活的學分制 11
參考文獻 11
致    謝 13