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Further increase the intensity of teaching reform, promote the use of academics to stress the spirit of the 19th Party Congress

Party building work
2018/11/13 09:38
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Today's meeting is the first teaching work meeting after the 19th National Congress of the Communist Party of China. It is also the ninth teaching work meeting that I attended since I went to the Central Party School. I have agreed to the work report and deployment of the Ministry of Education. Today, I will focus on increasing the intensity of teaching reform and promoting the use of academics to talk about the spirit of the party's 19th National Congress. Because it is from the perspective of teaching reform, some opinions may be transmitted to the comrades for some pressure. I hope that everyone will have a mental preparation, and hope that everyone can form a consensus and turn pressure into motivation.

The 19th National Congress of the Communist Party of China is a very important meeting held during the crucial period of building a well-off society in an all-round way and socialism with Chinese characteristics entering a new era. It has an important milestone in the history of the party history. In-depth study and implementation of the spirit of the 19th Party Congress is the primary political task of the entire party in the current and future period, and it is the responsibility and mission of the Party School. General Secretary Xi Jinping put forward the methodology of learning and implementing "learning, getting through, and being practical", and clearly required party schools and administrative colleges at all levels to study and implement the spirit of the party's 19th National Congress as the main content of cadre training. Comrade Chen Xi came to the school yesterday afternoon to investigate, and also emphasized that the Central Party School should do a good job in the study and implementation of Xi Jinping’s new era of socialism with Chinese characteristics and the spirit of the 19th Party Congress, and do a good job in teaching this aspect. Specific requirements are stated for the effectiveness and quality. Therefore, our next step of teaching should be closely carried out to study and implement Xi Jinping’s new era of socialism with Chinese characteristics and the spirit of the 19th Party Congress. It is necessary to study Xi’an’s new era of socialism with Chinese characteristics and the spirit of the 19th Party Congress. The compulsory courses and key contents of the shift teaching are reflected in all aspects and various aspects of teaching.

At present, the spirit of the Nineteenth National Congress of the Party has entered an in-depth interpretation stage. The so-called in-depth interpretation is an in-depth interpretation of a series of major political judgments, major political propositions, and major strategic decisions proposed by the 19th National Congress. A year ago, I proposed at the school's teaching work conference that party school teachers should "use politics to talk about politics." This requirement is implemented in the spirit of studying and propagating the party's 19th National Congress. It is to combine the functions of the Party School of the Central Committee and use the spirit of the 19th National Congress. This semester is a special study class for the “Learning and Implementing the Spirit of the 19th National Congress of the Party”. After the opening of the 19th National Congress, the Ministry of Education will openly invite bids to the whole school and organize inter-departmental and interdisciplinary teachers to prepare lessons. Now, from the assessment of the trainees, the quality of these courses needs to be further improved, especially the academic content needs to be strengthened. This shows that in-depth interpretation of the spirit of the 19th National Congress of the Communist Party of China must truly identify and respond to the concerns of the participants, and clarify the new spirit of the 19th National Congress with solid academic research and rigorous academic analysis, and explain the new socialism with Chinese characteristics in Xi Jinping's new era. Thoughts, help the students to truly understand and get through. Let Xi Jinping’s new era of socialism with Chinese characteristics and the spirit of the 19th National Congress of the Party enter the classroom into the mind. This is the most important task currently placed in front of all the teachers of the Party School. We must have a high degree of self-consciousness. "The requirements to promote the quality of teaching to a new level.

At the teaching work meeting of the last semester, I proposed that the implementation of "speaking politics with academics" can first create a few model lessons for everyone to observe and learn. In the past six months, the Ministry of Education organized the whole school teachers to carry out the "how to use politics to talk about politics" discussion. The discussion was very enthusiastic and there was a high recognition of "using academic politics." On this basis, two classes were selected from seven departments and two houses as a model course. After several months of repeated polishing, the model classes of Zhu Lingjun and Wang Daoyong have been tried in the whole school. I and the comrades of the school committee also listened. Although there is room for further improvement and perfection in these two classes, on the whole, I still better reflect the requirement of “using politics to speak politics”, which is worthy of recognition. The focus of the next step is to encourage the majority of teachers to consciously grasp the political direction and academic standards in the process of creating a model class, and to spread the model class in a comprehensive way, so that "using academic politics" will be better placed and more teachers will be allowed. Use academics to talk about the spirit of the 19th National Congress.

To solve this problem, it is definitely not enough to rely on two model classes. As far as I know, many teachers are generally pressured to "speak politics with academics" and they still have fears of implementation. The report of the 19th National Congress of the Communist Party of China pointed out that the leading socialist country with more than 1.3 billion people must have both political integrity and high strength. This is a requirement for the whole party. To implement this requirement in the party school is embodied in the teacher. I think that "using politics to speak politics" is a concrete form. As a new teaching concept, "using academic politics" requires relevant mechanisms to promote implementation. At present, the enthusiasm of our teachers has not been fully mobilized, indicating that the reform of the teaching management mechanism has not yet been put in place. The key to letting "use academic politics" really land is to establish a set of effective incentive and restraint mechanisms, and use mechanisms to guide everyone to consciously follow the "learning with politics" requirements. Recently, I have made some thoughts on this issue. The next step in teaching reform is to work hard in the following aspects.

Further reform and improve the teaching evaluation mechanism

Teaching evaluation is the "baton" of teaching management, which not only reflects the orientation of teaching, but also clarifies the specific requirements of teaching. To guide everyone to use academics to talk about the spirit of the 19th National Congress, it is necessary to play a guiding role in teaching "baton" and reform and improve the teaching evaluation system.

The Party School Classroom is a sacred forum. It is a place to carry out the spirit of the Central Committee and help the students to enhance their theoretical consciousness and party spirit. "Using academic politics" not only requires that the content of the lecture be politics, but also requires teachers to observe political discipline and political rules. All the main owners' classes of the Party School are politics, so the key to politics is to do "discipline". General Secretary Xi Jinping clearly pointed out at the National Party School Work Conference that the party school "has to have higher requirements in politics." What is the higher requirement? I think that the first is to abide by the political discipline and political rules as the first requirement of the lecture, consciously safeguard the authority of the Party Central Committee with Comrade Xi Jinping as the core and centralize the unified leadership, and ensure that the party school platform does not have "noise". "and "noise". Based on this, is it possible to consider a separate column of “observance of political discipline” in the teaching evaluation, which is evaluated separately from the effect of the class, and a one-vote veto is implemented. If the student thinks that you have problems in "observing political discipline" and failing to pass the test, then the whole class will be unqualified. The reason for this adjustment is that we hope to draw great attention to the discipline of lectures: political discipline and political rules are the rigid requirements of lectures, and the high-voltage line is also the bottom line, and must never be touched.

We emphasize that "using politics to talk about politics" is not only about what the central argument is, but also about why the central government has made such an argument and what is the theoretical support behind it. Many of our classes now use documents to interpret documents, explain facts with facts, or label individual words in classic works. The student is not satisfied with such a class. I heard the students report that the teacher’s lecture “lacked the corresponding academic foundation, did not understand it from the academic point of view, and made people understand and understand”; some students said: “Some teachers always like to talk about some lectures. Common sense of life and personal opinion, common sense of life is not equal to theory, personal opinion can not replace serious theoretical thinking, in fact, students most want to listen to teachers how to analyze with academics." From the student ratings, the current lack of teacher lectures is generally academic. I asked the Ministry of Education to do statistical analysis. From the average level of teaching evaluation of different classes in this semester, the average score of the whole school is 9.46. The evaluation scores of “problem-oriented” and “theoretical explanation” are relatively low, with an average score of 9.3. Left and right; and the "theoretical description" evaluation score is lower, only about 9.2. It can be seen that "theoretical elaboration" is the biggest shortcoming in our current lectures.

Of course, what we call "scientific theory" is the Marxist theory, not a matter of course, plausible, and not the approximation of some Western views. General Secretary Xi Jinping stressed that to build a philosophy and social science with Chinese characteristics, and to strengthen the construction of the discourse system, in fact, requires us to have our own theoretical framework.

In order to emphasize the theoretical elaboration, we can consider reforming the current teaching evaluation system, with emphasis on improving the weight of “problem-oriented” and “theoretical elaboration”. The weight of the “problem-oriented” assessment was adjusted from 30% to 35%, the weight of the “theoretical explanation” was adjusted from the original 30% to 55%, and the “art of lectures” still accounted for 10%. I also asked the Ministry of Education to make a calculation for the change in the score after the adjustment. They told me that there are several possibilities. The first one: If you score higher now, and mainly because the theoretical interpretation is praised by the students, then the score will be higher after the adjustment; the second: if you have higher scores now, but mainly because the theoretical interpretation is high Points, the score may be reduced after the adjustment; the third: If you are now lower scores, the main reason is that the theory is not enough, the score may be lower after the adjustment. The Ministry of Education conducted a simulation analysis using the evaluation data of the previous semester and the different shifts of the semester, and found that the biggest gap after adjustment can reach 0.3 points. In other words, if you scored 9 points, you may have only 8.7 points now. What I want to emphasize here is that the purpose of adjusting the evaluation system is to let everyone really pay attention to "using academic politics", reminding them that they must have academic logic at all times, constantly improve their theoretical level, and be good at using academic framework. Analyze and interpret problems and use academics to serve politics. This requires our teachers to pay attention to scientific research and improve their theoretical level.

Further increase the intensity of incentives and constraints

Teaching evaluation is both a “baton” and a “barometer” that reflects the effectiveness of teaching. Through the student's score, it can not only reflect the teacher's lecture level, but also find the problem, find the gap, help the teacher to improve and improve in a targeted manner, and realize the "promotion by the evaluation." As far as I know, the attitude of teachers to teaching evaluation is different. In general, young teachers should pay more attention to it, and once they are evaluated, some teachers will not pay much attention to it. This shows that the current teaching evaluation is not enough for the incentives of senior professors. If we want to use teaching evaluation to promote the teaching level, we must link the evaluation with the relevant treatment of teachers, and further increase the intensity of incentives and constraints.

There are two main types of incentives in teaching: one is the incentive to spend money directly. For example, in this semester, we have introduced new incentives to reward the first, second and third students who have good teaching results. Awards for the success of the quality class and model courses are also rewarded; the other is the incentive not to spend money directly, including the title of the title, the appointment of the post and the selection of the chief engineer of the innovative project. For the former incentive to spend money directly, there are already implementation rules, and the Ministry of Education is fulfilling one by one; and the latter is not directly spending money, we have some regulations at present, but the rigidity is not enough. For example, in the title evaluation, it can be stipulated that in the past three years, the average grade of teaching is lower than the average score of the whole school. If it is adjusted twice in the last time, it cannot be reviewed. For example, hiring posts, especially the evaluation of second-level posts, should set clear requirements and standards in teaching. I have heard some teachers report that the current evaluation methods are unscientific and fair. A very small number of teachers who have been rated above the second level have not really played the leading role of teaching. I think these opinions should be taken seriously. If there is incentive, there must be competition. If there is competition, there must be rules. To make the incentive effective, we should establish a more equitable competitive selection mechanism, so that people with strong teaching ability and good teaching effect can go to more suitable positions.

The next step is to increase the proportion of teaching evaluation scores in the evaluation of professional titles, especially to raise the threshold for professional titles. To teach a good class is the teacher's vocation. As a party school teacher, it is necessary to "be in its position" and "in its position." This "thing" is teaching, and this "this" is the classroom. The teaching level of a teacher should be an important indicator of job title evaluation. For the teaching effect is good, under the same conditions, of course, priority; and the teaching effect is not good, such as the average score of the teaching in the past three years is lower than the average score of the class, or the teacher who has been adjusted twice in the last two times, you can consider temporarily Do not rate the title. If you sharpen your knife and cut the woodwork, you may wish to calm down and analyze the weaknesses of your lectures. It will be improved and strengthened in a targeted manner. The teaching level will go up and the title will be completed.

There must be a hard constraint on the evaluation of the second-level post professor. The evaluation of the second-level post professor is a high degree of recognition of a teacher's professional ability and teaching level, with benchmarking and demonstration effects. The level of classroom teaching is a comprehensive reflection of the professional quality of teachers. It requires a solid academic foundation and continuous advancement and continuous climbing in teaching. This is the basic requirement for a second-level post professor. Therefore, in the future, the evaluation of the second-level post professors should also take the lectures as the primary condition. Specifically, the average grade of teaching in the past three years is not lower than the average score of the whole school. It should be the qualification for the second-level professor. The teachers who have obtained the quality course of the national party school system in the past three years should give priority.

There must also be a hard constraint on the chief experts who choose to hire innovative projects. The name of our innovative project is “innovation project for teaching and think tank construction”. Since it is the chief expert of innovation engineering, it means that it has great influence in the peers. It not only has strong academic research ability, but also has outstanding teaching effects. Therefore, in addition to the level of research, the teaching level should also be an important condition for the selection of the chief expert. As the chief expert of a department, the evaluation of the main class in the past three years must be at least the top three, and the average score is higher than the average score of the whole school.

With these "hard constraints", our teachers' motivation to improve teaching will increase. The standards that everyone faces are the same, and the opportunities are the same. Another advantage of solving the power problem through the mechanism is that it can greatly reduce the contradictions within the teaching and research department. Whoever hires to be a second-level post professor, who is the chief expert, depends on the mechanism and has clear standards. No matter whether it is seniority or which leader has the final say, such reform direction should be supported by most teachers.

Further integrate resources and build a platform for “ducing politics with academics”

To implement "speaking politics with academics", we must not only focus on reforms but also improve them. The teaching departments of the Ministry of Education, the seven departments and the two departments should set up a platform for teachers to improve and improve the teaching level. "Prescribing politics with academics" is based on the premise that teachers must have academic foundations. I saw in the "reflection of teaching situation" issued by the Ministry of Education at the beginning of the school, some teachers said in the whole school discussion, "If you have the skills to learn, you can talk about politics." Indeed, the iron must be hard on its own. Our teachers must have their own academic knowledge before they can talk about "using politics to speak politics." From the perspective of teaching management, the platform is to help teachers fill the academic shortcomings and enhance the ability to use politics to speak politics.

There is no shortcut to study, you must start with a classic. It is suggested that the next semester of the Ministry of Education will open a “classic lecture hall” for teachers throughout the school. The classic lecture hall is actually a teacher guidance lecture. Through this platform, the teacher introduces the theoretical analysis framework and analysis method of classic works. On the one hand, we must invite some well-known and recognized academics from outside the school to invite teachers to tell the classics of Marxism-Leninism and to teach the classics of various disciplines. On the other hand, we must encourage our own teachers to speak classics. How to encourage it? I suggest that you can also give corresponding incentives, such as the way to fund rewards, and send teachers to read around a classic. For example, where is

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