【摘要】 坚持"以本为本",是由本科教育的本质属性和地位作用所决定的。推进"四个回归",就是要回归大学的本质职能,把"培养人"作为根本任务。"回归本分"是教师的基本职责,同时也需要制度的保障。在办学理念和教学管理制度建设中,还有一些瓶颈问题需要破解。具体突出体现在以下几个方面:大学精神与本科教育的回归。"十年树木,百年树人",人才培养绝不能拔苗助长,中国的高等教育在快速发展的过程中也需要更多地进行理性反思与理智回归。走出高等教育的功利化,坚守大学之道,是"以本为本"的最佳选择,也应当是一流大学的价值追求。师资建设应避免急功近利和形式化。重"科技人才"引进而轻教学师资队伍建设,这看似矛盾的局面恰是当今中国大多高校的现实生态。如何能够留住现有的中青年骨干教师,建设出一支稳定发展的高水平教师团队,避免出现后继乏人的状况,才是现下亟待解决的重中之重的事情。完善教学管理、评价考核制度与教学激励机制。教学管理制度化、规范化,避免形式化,各项规章制度的制定,必须充分考虑一是要符合中医药人才培养目标的要求,二是要切合学校教学工作实际,真正取得实效。更多还原

【Abstract】 Adhering to the principle of "focusing on the origin"is determined by the nature and status of undergraduate education.To promote the"four returns"is to return to the essential functions of universities and take"cultivating people"as the fundamental task. "Returning to duty"is the basic duty of teachers, and it also needs the guarantee of system. There are still some bottlenecks that need to be solved in the construction of school-running concept and teaching management system. Specifically highlighted are following areas: the return of university spirit and undergraduate education, ten years of trees, a hundred years of people, talent training must not be eager to achieve, China’s higher education in the process of rapid development also needs more rational reflection. Getting out of the utilitarianism of higher education and sticking to the way of university is the best choice of"focusing on the origin"and should also be the value pursuit of first-class universities. Teachers ’ construction should avoid quick success and instant benefit and formalization. It seems that the contradiction between emphasizing the introduction of"scientific and technological talents"and neglecting the construction of teaching faculty is the real ecology of most colleges and universities in China. How to retain the existing young and middle-aged backbone teachers, build a stable development of a high-level team of teachers, to avoid the situation of lack of successors, is the most important thing to be solved. Improving teaching management, evaluation and assessment system and teaching incentive mechanism. Institutionalization, standardization and avoidance of formalization of teaching management and formulation of various rules and regulations must be fully considered. Firstly, they should meet the requirements of the training objectives of Chinese medicine talents, and secondly, they should be in line with the actual teaching work in schools and achieve real results.更多还原