【摘要】 本科院校教学发展的均衡性是衡量高等教育公平的重要指标。研究以2024版普通本科院校教师教学发展指数得分为分析样本,采用差异性和协同性测度方法,从宏观层面分析了全国高校教师教学发展的阶段均衡性,省内与省际差异来源以及教师教学发展内部结构之间的协同形态。结果显示:我国高校教师教学发展呈现不均衡,不同时间段呈现不同特点;指数得分的省内不均衡高于省际不均衡;经济发达地区省份的不均衡性近年来有所缓解,中部地区的不均衡在持续扩大;高校内部的教师教学发展维度之间的耦合度相对较高,但协同性还有较大的提升空间。研究结论为促进我国高校教学发展的区域均衡和内部协同提供理论依据和政策建议。更多还原

【Abstract】 The equilibrium of faculty’s teaching development in regular undergraduate institutions serves as a critical indicator for assessing the equity of higher education.This study is based on the 2024 Teaching Development Index scores of faculty from regular undergraduate institutions across China as its analytical sample.Utilizing methods of disparity and coordination measurement,it examines the stage equilibrium of teaching development nationwide at a macro level,identifies the sources of intra-provincial and inter-provincial disparities,and analyzes the coupling patterns within the internal structures of teaching development.The results reveal that teaching development in Chinese universities overall exhibits imbalance,with distinct characteristics across different periods.Intra-provincial disparities surpass inter-provincial disparities,with certain provinces contributing disproportionately to the overall imbalance.The imbalance in economically developed provinces has moderated in recent years,whereas the imbalance in central provinces continues to widen.Furthermore,although the coupling degree among the internal dimensions of teaching development within a university is relatively high,there remains substantial room for enhancing coordination and alignment.These conclusions provide theoretical underpinnings and policy recommendations for promoting regional equilibrium and internal coordination in teaching development across Chinese higher education institutions.更多还原