Teaching Regulations of Huanghuai University
Teaching is the core work of Huanghuai University. Strengthening the instutionalization and standardization of teaching and teaching management and having scientific teaching management system and function mechanism are important for maintaining the normal teaching order and improving education and students-cultivation qualities. Therefore, in order to improve teaching management of the university as soon as possible and clarify teaching responsibilities, the teaching regulations are instituted as follows:
I. Teaching Plan
Article 1 Teaching plan is the legal document on teaching direction and the basis of organizing teaching and the design blueprint on cultivating qualified intelligence. The principles for mapping out (emending) the teaching plans are as follows:
1. Abiding by the basic teaching rules of education.
To make students get full development, comprehensive education on knowledge, ability and quality should be insisted in, step by step method on initiating knowledge should be paid attention to and the relationships between thinking and major, between theory and practice and between study and physical training should be considered properly.
2. Fully embodying integral optimization.
According to the intelligence demand by the economic society, courses categories should be integrated, courses organization should be optimized, courses system combining science, times, openness and characteristics should be built and courses contents which are dated, divided too detailed and simply patched up should be changed; learning period and credit hour can be allotted rationally, period for required courses will be lessened properly while period for elective courses increased appropriately, the improvement of humanitarian, cultural and scientific making will be paid attention to and practical part of teaching can be strengthened by optimizing courses organization, improving teaching methods, introducing modernized teaching measure and so on.
3. Teaching students in accordance of their aptitude to promote personality development. The intelligence cultivation mode in which all learned by students in a certain major is too narrow should be changed totally. Broadening students¡¯ views in a certain field, increasing properly the flexibility and alternatives of the teaching plan to ensure students can be taught in accordance of their aptitude by adopting measures such as enlarging elective courses categories and quantities. Education measures and opportunities like trans-fields elective courses and after school academic activities should be actively provided to help students develop individual interests, hobbies and potentials, which will adapt to future development.
4. Drawing on the wisdom and advantages of the masses and making scientific reasoning on the basis of obtaining extensive opinions from teachers and experts, doing plenty researches on marketing and intelligence flow, studying other colleges experience carefully and considering the reality of the field, and put forward opinions on whether the teaching plan is scientific, available and advanced.
Article 2 The teaching plan includes cultivation, cultivation standards, field code, field name, length of schooling, awarding degree, credit (class hour) allotment, function of the teaching plan, courses setting, courses synopsis and so on, in which courses setting is the core of the teaching plan. Courses setting should abide by the principles of combining cultivation targets and three ¡®aim to¡¯, learning step by step, optimizing courses proportion, connecting theories and practice and strengthening adaptability and cultivating originality.
Article 3 Mapping out (emending) the teaching plan must be organized by the Dean¡¯s Office led by the president in charge, in which dean of each department is responsible concretely. The plan will be executed after the approval by the president and cannot be changed randomly when it is in effect. If any change on the plan is necessary, the following procedures must be abided by:
(1) If any change is related to multi-courses of the whole university or some departments, it should be researched and looked through by the Dean¡¯s Office and approved by the president in charge;
(2) If any change is related to relative courses for some majors in a department, it should be put forward by dean of the department and approved by Dean¡¯s Office.
(3) If any change is related to few courses for one major in a department, it should be put forward by the director of the major and approved by the dean of the department and then put on records in Dean¡¯s Office after checked up by the division.
Article 4 The executed teaching plan after approval is requested to keep no change at least for 3 years (for higher professional program) or 4 years (for undergraduate program) in principle to see its effect and summarize experience, which does help for emending it.
II. Teaching Outline and Teaching Materials
Article 5 The teaching outline is the basis of courses teaching. Every course should have a teaching outline.
Article 6 The teaching outline includes course number, the purpose and task of a course, the basic requirements of a course, course content and key points, difficult points, period allotment, experiment content and credit hour allotment, teaching material and reference bibliography and so on.
Article 7 After ensuring the teaching outline is scientific and advanced, choosing of teaching outline should respect the current condition of a major, i.e., national teaching outline should be chosen if there is such a teaching outline to be issued uniformly. If not, the teaching outline can be mapped out after discussed by teaching and research office and can be adopted after approved by the dean while put on records in Dean¡¯s Office.
Article 8 The contents of teaching outlines for a major in a department should be harmonized to avoid same content emerging repeatedly in several courses.
Article 9 The teaching material and reference books for all courses should be selected or written discreetly according to requirements of teaching outlines. Reference bibliography should be put forward by lecturing teachers, then discussed and approved by the teaching and research office and then checked up and approved by the dean, finally reported to the teaching material department in the Dean¡¯s Office in time according to related regulations. Compiling and writing teaching material should be examined and approved by the university teaching material committee.
Article 10 In principle, teaching materials for Bachelor degree are ¡°materials facing to the 21st century¡± published by the higher education publishing house issued by the Ministry of Education of the state or materials matching ¡°selected courses¡± chosen through public appraisal by the Ministry of Education of the state.
III. Teaching Schedule
Article 11 Teaching schedule is basic guarantee for executing the teaching outline and a concrete plan for organizing teaching.
Article 12 Teaching hours
Every semester teaching hours is ordinarily around 18 weeks. When arranging curriculum, the burden of students should be paid attention to. Gross period and week period should be controlled strictly. Weekly period is 40 hours same to 5-day working system and weekly teaching period including experiments is ordinarily no more than 26 hours. The rate between teaching and studying by students themselves is ordinarily not less than 3 to 1 and entertainment & physical activities over 1 hour every day should be guaranteed.
Article 13 Teaching schedule
Before every semester begins, according to the teaching plan, teaching outline and teaching experience lecturing teachers should make a decision on teaching contents, teaching schedule and period allotment which will be executed after the director of the major approves. The copy of teaching schedule should be submitted in time to the Dean¡¯s Office and the department respectively. The progress condition of teaching schedule should be examined every month by teaching and research office and examined by the department at semester middle and end. Once teaching schedule is delayed over a week, it should be reported to the dean to find reasons and solve. If teaching schedule is seriously delayed, correcting measures should be adopted by department in time and reported to the Dean¡¯s Office.
Article 14 Teaching schedule should be kept even. If teaching time must be occupied by activities for the whole university, the approval of the president should be obtained and notice of adjusting class should be sent out by Dean¡¯s Office. If any special thing which makes classes to be adjusted is emerging in a department, the approval of the dean should be obtained. Then it should be reported to Dean¡¯s Office and related procedure should be abided by. Finally it is department office that is responsible for adjusting classes. If lecturing teachers need a leave for academic meetings outside or other special things, adjusting classes should be put forward by the related teaching and research office and approved by the dean, then put on records in Dean¡¯s Office in the form of a report.
Article 15 Curriculum schedule
Curriculum schedule should be arranged rationally according to teaching rules and courses characteristics, teachers, classrooms, experiment rooms, studying burden of students and so on. According to university condition, public courses are arranged by Dean¡¯s Office while courses for different majors are discussed by department and Dean¡¯s Office then arranged uniformly by Dean¡¯s Office. Curriculum schedule of every semester should be arranged at the end of last semester and handed out to lecturing teachers and classes.
IV. Conditions for Giving a Course
Article 16 The basic conditions for giving courses are:
(1) qualified lecturing teachers can be chosen
(2) applicable teaching materials can be compiled or written
(3) suitable teaching outlines can be mapped out
(4) necessary preparations on experiments and practice can be made
(5) feasible plans on schoolwork, check and examination can be made out
(6) complete teaching documents related to giving a course can be prepared
(7) other relative preparation work can be done
All departments should look over all courses according to above mentioned conditions when next semester plans on giving courses are being mapped out. Courses can be given only after examined that they abide by above mentioned conditions and approved by deans or entrusted directors of teaching and research offices
Article 17 As for required courses, besides above mentioned conditions, work on teacher teams, teaching reference materials, teaching measures, labs, pool of test questions and so on should be paid much attention to. Practical and feasible concrete curriculum standards will be mapped out according to different conditions and requirements of courses.
Article 18 The opening of professional elective courses should accord with goals for a field. Teachers who lecture elective courses must have comparatively comprehensive and deep research on the courses in which latest research achievement and leading development should be included in courses theory frames as much as possible. Professional elective courses cannot be listed on the formal plan of giving courses if there are less than 15 participants. It is advocated and encouraged for teachers to guide elective course students to study independently.
Article 19 The opening of public elective courses for the whole university aims to broaden students knowledge, to promote penetration and combination between natural Since public elective courses will not do much help to required courses, basis of all students should be considered to decide the contents of these courses. Every department should open one to two public elective courses every semester. Public elective courses cannot be listed on the formal plan of giving courses if there are less than 15 participants.
V. Qualifications for Lecturing
Article 20 Lecturing teachers must possesses bachelor or above degree and have teacher qualification for universities and colleges.
Article 21 Teachers must love our country, persist in national political principles, be faithful to education cause, have good profession morals, cooperate and coordinate, pursue their studies strictly, undertake teaching task initiatively, hard research in their fields and complete their work actively.
Article 22 Teachers should penetrate thoughts education into courses teaching and direct students warmly and request them strictly during teaching to develop good learning environment and often communicate with students from all aspects such as thoughts, study and daily life to be their good friend and helpful teacher.
Article 23 Teachers should establish right education ideas, grasp education theories, find out teaching rules, explore actively and learn carefully teaching experience and take part in teaching and research activities actively to improve education and teaching level and lecturing and cultivating arts.
Article 24 Teachers who haven¡¯t studied education course and psychology course systematically must teach themselves carefully or take part in relative trainings. As for young teachers, they can be candidates for lecturing only if they take part in pre-work training organized by college and pass the exams related to education.
Article 25 The regulation of lecturing teachers in charge should be used in all courses. For the continuity, a lecturing teacher should be responsible for a course of a class in principle. If any tutor is needed when opening a course, he should be nominated by the lecturing teacher and approved by teaching and research office and department. The lecturing teacher involves in deciding tutor¡¯s task and working load.
Article 26 In principle lecturing teachers who are responsible for main basic courses should be those who are good at teaching and welcome by students with lecturer title. All departments should plan to arrange professors and vice professors full of teaching experience as many as possible to undertake basic courses teaching for full-time studying students.
Article 27 Those who have more than 2 years experience as tutors and grasp primarily teaching measures and methods of courses which will be opened and know clearly working procedures of all teaching parts and have already lectured most parts of the courses in succession in the university and the teaching effect is evaluated as good by departments and above and write out all lecture of courses which are examined by directors of teaching and research offices and approved by the dean can also act as lecturing teachers of courses.
Article 28 Tutors and teaching staffs in probation period who don¡¯t accord with above mentioned conditions in article 27 can take part in lecturing some parts of a course under the direction of coaching teachers and lecturing teachers after getting permission from lecturing teachers, directors of teaching and research offices and deans. The teaching plans should be examined by coaching teachers or lecturing teachers before opening courses. And teaching hours taken by these teachers in a semester cannot be over 1/3 of the whole teaching hours for a course.
Article 29 Teachers who undertake teaching task in the university for the first time should have a lecturing try on key parts designated by the teaching and research offices and fill in Lecturing Try Registration Form. Attendees¡¯ opinions should be collected by the directors of teaching and research offices and reported to department offices to be stored as teaching files after examined and signed by directors of teaching and research offices. These teachers can take on relative teaching task only after departments directors examine and approve the result of attendees¡¯ collective opinions.
Article 30 If other professional technological staffs in the university who are out of full time teachers need be retained to take on some teaching task, following regulations should be abided by:
(1) Those with lector or above title and ever teaching well can take on lecturing a course in part time after retained by the departments and approved by the directors in their units and at the same put on records in Dean¡¯s Office. But teaching hours taken by them cannot be over 6 hours a week.
(2) Other professional technological staffs with middle level or above title and with college or above degree, with some teaching experience or with specialty in some aspect and publishing publicly relative research thesis can take on in part time lecturing an elective course after retaining plans are put forward by departments, staffs submit documents which can prove above and the directors in their units permit and Dean¡¯s Office examine and approve. But teaching hours cannot be over 4 hours a week.
(3) Other staffs not according with conditions mentioned in above two items ordinarily cannot take on lecturing courses in part time.
Article 31 Part time teachers of full-time undergraduate and higher professional programs invited outside should at least have middle level or above title. Before appointing, related departments should submit materials of the teachers¡¯ degree, professional title, scientific & research achievement and evaluation, teaching experience and evaluation and so on besides carrying out regulated engagement procedures
Article 32 Staffs who are under one of following conditions cannot take on lecturing task:
(1) new teachers without qualification of pre-work training;
(2) staffs with bad lecturing effect on courses which will be lectured and without material improvement;
(3) staffs without grasping contents of new courses and without preparation;
(4) staffs without good experiment skills and without ability to direct experiment courses or not directing well.
VI. Preparing for Lessons
Article 33 Preparing for lesions is very important in teaching. It is the basic guarantee to fully complete courses teaching and practice teaching. All departments should designate lecturing teachers ordinarily half a year before opening a course. Therefore lecturing teachers have enough time to prepare for lessons.
Article 34 Lecturing teachers should do a deep research on teaching materials, read plenty reference literature, grasp basic concepts, basic theories, basic skills and basic requirements of every part, make sure key points and difficult points and arrange teaching contents rationally according to requirements of teaching outline and arrangement of curriculum teaching plans when preparing for lessons. And contents, teaching methods and students should be prepared when preparing lessons, i.e., teachers should adopt different teaching methods according to students¡¯ basis and different teaching contents and put latest research achievement continually into teaching contents to write out particular teaching plans on the basis of grasping skillfully and exercising flexibly teaching materials.
Article 35 Individual research work should be emphasized when preparing lessons. At the same time, collective research of a teaching and research office or curriculum team should be strengthened to obtain mutual improvement and remedy one another¡¯s shortcomings.
Article 36 During preparing for lessons lecturing teachers must consider the relationship between the course and relative courses, inquiring students¡¯ basis, knowing teaching condition of forth-going curriculum and arrangement of after-going curriculum and deal well with the context of courses.
Article 37 During preparing for lessons, lecturing teachers must clean up carefully and prepare experiment equipments related to course teaching and teaching facilities like experimental apparatuses, meters, chemicals, material and teaching aids, graphs, kinescope, record and so on to keep teaching outfits in good preparing state for use.
VII. Teaching in Classroom
Article 38 Teaching in classroom is the basic form and center part of teaching and the key of improving teaching quality. Teaching in classroom should consider knowledge level and accepting ability for major students, arrange teaching content reasonably, make certain teaching schedule and choose appropriate teaching means and methods according to different teaching materials.
Article 39 Teachers new for opening course or opening new course must compile and write teaching plans on the basis of fully preparing for lessons. Teaching plans should include following contents: teaching purposes and requirements for every class, summary of lecturing, solving methods of key points and difficult points, time allotment, adopted teaching methods and means according to characteristics of contents in a class, cooperation among teaching equipments like teaching aids, graphs, slide equipment, kinescope, record, courseware and so on, after-class study direction and homework, concrete measures and requirements on inspecting extent of realizing teaching goals.
Article 40 Teachers should also map out following teaching documents before lecturing and report to departments and publicize in time to students:
(1) course summary which is publicized when students select course;
(2) teaching plan which is publicized when opening a course,
(3) teaching schedule for current semester which is reported to departments and Dean¡¯s Office and hand out to all classes a week after term begins;
(4) listing reference books and catalogue of other reference materials.
Article 41 Regarding teaching of the same course for paralleling classes, teaching and research offices or curriculum teams unify basic requirements of teaching and teaching schedule and organize activities like attending lessons one another, viewing and emulating teaching and so on.
Article 42 Teachers must keep clean, civil, polite, begin and end a class on time, not late and no dally over class, allot lecturing time in class appropriately, not early to leave and no delay on ending class when entering into classroom. And teachers in class should stand to lecture ordinarily and no smoking in teaching areas.
Article 43 Teachers should try their best to explain theories accurately and make concepts clear, keep logic, reason strictly and be full of illumination. And teachers should reflect new achievement and development of the discipline and neighboring disciplines and emphasize introduction of thoughts and concepts, process of theories coming into being and relationship between interior and exterior and stand out key points, difficult points and doubtful points and also dispose well the relationship between opinions of different schools and teachers themselves. Teachers should speak in fluent mandarin and write normalized words on blackboard clearly and try to use modern teaching methods to improve effects of class lecturing.
Article 44 Lecturing teachers should innovate and explore teaching contents and methods actively to unify imparting knowledge and cultivating abilities together into teaching process. Teachers must abide strictly by teaching outlines and dispose well relationship between Three Bases teaching in class and appropriate introduction of latest research achievement on the basis of guaranteeing scientific, systematic and logical content to try their best to avoid the inclination that teachers accept or reject teaching contents randomly according to their own interests and their understanding and grasping on contents. As for teaching methods, teachers should adopt enlightening method, exploring method and case teaching method to pay attention to cultivate students¡¯ makings and direct students¡¯ studying methods and try to avoid speaking in a dull way and repeating what the book says. Teachers should adjust lecturing in time according to information feedback of teaching effect.
Article 45 Teachers should emphasize questions asking in class. When asking questions, teachers should lead students to think of questions actively and encourage students to answer questions. And teachers should respect students¡¯ creative spirits and allow expressing different opinions and lead students to understand and grasp correctly course content. Teachers should sum up in time after asking questions.
Article 46 Teachers cannot be lack of a class or change class privately and cannot increase or reduce teaching hours randomly and cannot occupy students¡¯ resting time once curriculums are open according to teaching plans. If teachers cannot have a class on time with some reasons, they should carry out procedures of changing class according to regulations and should get permission from departments¡¯ directors and report to Dean¡¯s Office to get approval. And the lack class should be made up after. If departments ask for stopping a class, they should apply for it in written paper in advance to Dean¡¯s Office and the class can be stopped only after college examines and approves it. And departments should notify teachers and students in time and the lack class should be made up after. If other courses teaching time is occupied because teaching activity of a certain or some courses are arranged together, it should be made up. As for how to make up the occupied class, it should be covered in the plan of this teaching activity.
Article 47 After finishing course teaching, teachers should sum up carefully aiming at teaching task completing condition, experience in teaching, problems in existence, future plan and so on. Directors of teaching and research offices should organize teachers to communicate with one another to improve class teaching quality.
VIII. Experimental Teaching
Article 48 Experimental teaching is a development of class teaching and is the important part of the whole teaching process. Its basic task is to make students grasp experiment methods and operation skill, consolidate and validate theories in class teaching and obtain abilities to measure, observe, deal with experiment data and analyze experiment results independently, be familiar with functions of apparatus and equipments and cultivate students¡¯ ability of researching scientific experiments independently, students¡¯ strict scientific attitude and creative ability.
Article 49 Starting from the general requirements of cultivating experiment skills of students, all departments with experiment class should list experiments in professional teaching plans and study out teaching outlines according to the basic tasks of experimental teaching. Cognizing rules should be abided by when organizing to do experiments which should be from shallow to deep, from single experiments to comprehensive ones and from validating experiments to design-wise, method-wise and research-wise ones to make students experiment skills developed comprehensively and systematically.
Article 50 Lab should list regulated experiment items according to the requirements of teaching outlines. And the teaching plans of experiment courses should be mapped out by teachers who teach experiment class and relative experiment technologic staffs.
Article 51 Teachers responsible for experiment classes should be good at teaching with strong ability to do experiment and they preside experimental teaching of the course. Teachers for theory classes related to experiment classes should often take part in experiment and actively coordinate with experiment teachers to know course schedule for each other to avoid disjoint between theory and practice.
Article 52 Experiment teachers should finish preparation experiment before each experiment. Lab keeper and experiment technological staffs should coordinate actively with experiment teacher to do preparation work well like experimental apparatus, meters, chemicals, material and so on.
Article 53 Experiment teachers should check students experiment preparation before doing experiment. Only those students whose preparations are qualified can do experiment. Before experiment, teachers should explain simply experiment principles, purposes, requirements, work procedures, things which should be paid attention to during the experiment to students. During doing experiments, teachers should emphasize examination and direction. Those who don't do experiment according to requirements, violate work procedures or get big errors in experiment results should be asked to re-do it. Those who cannot do experiment carefully and seriously and be criticized but cannot make correction should be stopped to do experiment. After finishing experiment, students should be asked to clean up apparatus and equipment, chemicals and experiment field and can leave after get permission from teachers.
Article 54 Experiment teachers should correct students¡¯ experiment reports seriously and let those students whose reports are unqualified or done by following others reports re-do reports.
Article 55 Experiment teachers should assess students¡¯ achievement of experiment class strictly and comprehensively. Experiment curriculum set up independently is regarded as a course to record achievement. The achievement of experiment class not set up independently should be recorded according to regulated percentage that experiment achievement account for a course depending on how important experiment is for the course which should be publicized to students when opening the course.
Article 56 Those departments and teaching and research offices with experiment classes should fully pay attention to experiment class teaching, actively do research on experimental teaching, increase design-wise experiment contents and period and emphasize to cultivate students¡¯ ability. Experiment teachers should actively discuss and improve experimental teaching methods, continuously perfect experiment measures and continuously enrich and renovate experiment contents. The college will try it best to open labs to give students more practice chance.
IX. Exercises Class
Article 57 Exercises class is an important part to train students¡¯ basic skills and technique. The purpose is to help students consolidate and deeply understand basic concepts and theories of courses, to improve students¡¯ skills to solve questions, abilities to calculate and validate, to train students¡¯ ability to exercise learned theories to solve practical questions, to know the conditions of teaching and learning, to better teaching methods in time, to enrich teaching contents and to promote teaching benefits for teachers and students.
Article 58 Lecturing teachers should put forward definite exercise principles and concrete requirements according to course nature, teaching requirements, teaching contents and students¡¯ learning condition, coach tutors in teaching and teaching methods and do research to study out content for exercise class together with tutor. Many types of questions easy showing blur concepts, arousing disputes, opening thoughts, deepening understanding and referring to all-around contents should be chosen.
Article 59 Tutors responsible for exercise class should prepare for lessons carefully and write well teaching materials which should be checked and approved by lecturing teachers. Lecturing teachers should take on part teaching task of exercise class.
Article 60 Teachers of exercise class should pay attention to collect exercise class contents, accumulate experience and continuously improve teaching quality of exercise class.
X. Discussion in Class
Article 61 Discussion in class is a teaching form for students to study by discussion under the direction of teachers. The purpose is to consolidate and deepen what students have learned, to enlighten students to think independently, to develop students¡¯ creative spirits and improve students¡¯ abilities for self-teaching, comprehensively adopting knowledge and oral expression.
Article 62 Topics good for thinking, comprehensive understanding and combining theory and practice should be chosen for discussion in class according to teaching contents and requirements. And these topics should embody key points, difficult points, material contents and inherent relationship of teaching materials.
Article 63 Teachers should study out topics and hand out to students before discussion, design thoroughly contents, requirements and procedures of discussion and design how to lead discussing and questions possibly emerging and direct students to research carefully on teaching materials and to refer to relative information and to compose speaking outline.
Article 64 Discussion should be organized under the direction of teachers. Teacher should take part in the discussion and should be good at grasping key points and direct students to have a discussion encircling key questions and enlighten students to think and speak actively and encourage students to express different opinions and inspire academic atmosphere. Discussion class should be small or be divided in several groups to make every student has chance to speak.
Article 65 Teacher should sum up carefully after discussion. They should have a definite conclusion and sum-up and ascend it to theory by grasping main questions, key questions and focus points of discussion. Those questions which cannot be made conclusion temporarily should be reserved to students for further discussion.
Article 66 Teachers should assess score which is the evidence for students¡¯ daily or semester achievement according to every student¡¯s speaking and abilities of grasping and exercising knowledge and analyzing and solving questions.
XI. Tutoring and Answering Questions
Article 67 Tutoring and answering questions is succession and important complement of teaching in class and also a channel to know students¡¯ study condition and implement teaching information feedback. The purpose is to help students solve difficult questions in study and to direct students to improve study methods and to enlighten students to think independently and to carry out the principle of teaching students in accordance of their aptitude.
Article 68 Tutoring teachers must follow classes to attend a lecture to know lecturing contents. Lecturing teachers and tutoring teachers should deepen to know and grasp students¡¯ study condition and do well tutoring and answering questions work in time. Tutoring and answering questions activity at least once two weeks and ordinarily is done after lecturing in class at fixed time or by answering questions individually in answering room. General difficult questions put forward by students should be tutored together. Teachers should not only help students with poor basis warmly but also satisfy the need of excellent students when tutoring and answering questions.
Article 69 Tutoring teachers should try to collect tendentious questions when tutoring and reflect in time students¡¯ study condition, requirements and opinions to lecturing teachers so as to improve teaching in class. Lecturing teachers should direct tutoring teachers in teaching and take part in some tutoring and answering questions work.
Article 70 During tutoring and answering questions, lecturing teachers and tutoring teachers should pay attention to lead students self teaching, to direct students mapping out plans for self teaching, to direct students to read teaching materials and reference books and to refer to literature data and to direct students to grasp study rules and scientific study methods and to allot time reasonably and to develop ability and habit of obtaining knowledge by oneself to improve study effect.
XII. Correcting Schoolwork
Article 71 For cooperating with teaching in class and consolidating and deepening learned knowledge and further develop students¡¯ thinking ability and exercise and expression ability, lecturing teachers should regulate students to finish some schoolwork during studying the course.
Article 72 Schoolwork should not only contact teaching contents in class but also be helpful to improve students¡¯ ability to analyze and solve questions; not only urge students to study hard but also make most students study with full load, at the same time avoid over-loaded. Ordinarily time to finish total schoolwork for a course should not be less than 1/5 of total teaching hours for the course and should be spread equally in the process of teaching.
Article 73 Correcting schoolwork should be in time, careful, meticulous and quality guaranteed. Students¡¯ schoolwork should be totally corrected for courses with tutoring teachers. For courses without tutoring teachers, a part of students¡¯ schoolwork should be drawn to correct after teaching and research offices approve according to teaching and research working load of lecturing teachers. But schoolwork corrected every time should be less than 1/3 and should check carefully those schoolwork which is not corrected.
Article 74 Students¡¯ daily schoolwork should be a basis of assessing courses achievement and account for about 10% of total achievement of courses. Students who don't submit over 1/3 arranged schoolwork without reasons and still don't hand in before examinations after urged to hand in the lack schoolwork two weeks before term-end exams should be cancelled the qualification to take part in exams.
Article 75 Lecturing teachers should report schoolwork plans of the course to teaching and research office before the course is opened. The director of teaching and research office should check selectively students¡¯ schoolwork in the middle of the term and at the end of the term and know conditions of teachers correcting schoolwork. The condition of correcting schoolwork for the director of teaching and research office should be checked selectively by the dean. Any question found during spot check should be solved in time.
XIII. Practical Teaching
Article 76 Practical teaching includes comprehensive practical teaching, e.g. educational practice/probation, professional practice/probation, social investigation, military drills, labor education, field practice, teaching review, and special practical teaching, e.g. language training, skill training, and etc. It is one of important component of the teaching and should be put into the professional teaching program or course teaching program. In case the practical teaching is arranged uniformly by the department, a practical plan should be made according to the professional teaching program or course teaching program before the activity starts. The enforcement program includes the purpose, content, form, place, schedule, tutor(s), budget, procedure for assessment, and measure of making up missing lessons for other courses affected therein. The enforcement plan of the college-wide practical teaching program shall be formulated by the relevant division and enforced after approval by the dean in charge. The enforcement plan of non-college-wide practical teaching program shall be drawn by relevant department, reported to the educational administration at least three weeks before the start of the activity, and enforced after approval by the administration. The practical teaching program shall subject no alteration after affirmed. In case of really necessary for any alteration, the practical teaching for separate course or uniformed arrangement shall be brought forward by department and approved by the original approval person or department, while the one relating to the practice part in the course teaching shall be brought forward by the Teaching and Researching Office and approved by department.
Article 77 Tutor(s), who anticipate in the out-campus teaching practice activity such as educational practice/probation, professional practice/probation, social investigation, military drills, labor education, field practice, teaching review, shall take overall responsibility for the work assigning, operational guidance, thoughts and ethic education, appraisal and assessment, living management. The tutor(s) shall also report in writing to the department in accordance with the enforcement plan before the activity; The tutor(s) shall carefully organize, provide practical guidance, strictly control during the enforcement, well coordinate with relevant partners; The tutor(s) shall timely summarize, give assessment and marks, and report to the relevant teaching divisions in charge in writing.
Article 78 The practice part in the course teaching can not be replaced by any course tutor(s) by reducing the course hours in discretion. This part should be treated equally as other teaching activities with diligent preparation, careful organization, adding teaching effect.
XIV. Graduation Thesis
Article 79 Graduation thesis is a part of teaching program and an important practical teaching activity. The students¡¯ basic theories, knowledge and skill analysis, ability to solve practical problems can be cultivated through graduation thesis practice. It also provides a basic training in teaching research. The topic of the thesis must be in conformity with the set professional objective for student, with the knowledge what the student has learnt, and have certain value of research.
Article 80 The faculties and teaching and research offices should strengthen the leadership to the graduation thesis activities. A guiding group, in charging of the guidance of the graduation thesis, should be set up in every department. The tasks for the group include:
(1) formulating a working plan for graduation thesis;
(2) organizing and reviewing the topic choosing of thesis;
(3) assigning the tutors and their tasks;
(4) assessing the thesis scores;
(5) recommending excellent thesis and organizing the activity of thesis defending;
(6) summarizing the work of graduation thesis.
Article 81 Tutor(s) should be the experienced teachers with professional rank of lecturer and the higher, their duties include:
(1) reviewing the topic choosing, guiding the students in their writing of outline and enforcement plan and indicating the purpose, task, requirement, method and schedule;
(2) introducing relevant reference materials, guiding students with the method of writing, collecting, and applying the materials;
(3) checking frequently the progress of the thesis writing and give guidance when the students meet problems;
(4) assessing and giving results to the thesis objectively;
The result of a thesis includes two parts, the comment and scores. The comment includes the attitude of student towards the thesis, comprehensive application of professional knowledge, nature of thoughts and science of the content, rightness of the thesis and its evidence, compactness of the structure, quantity of writing work and ability of independent work and creativity. The assessment standard drafted by the college should be followed.
Article 82 The method of guiding thesis should be focused on the enlightening and inducting, fully playing the role of students¡¯ initiative and creativity. Neither write the thesis instead nor let student alone. The cultivating and training of students¡¯ ability should be the mainline of the thesis writing process.
Article 83 The basic teaching requirement should be met, which includes the principle of teaching students in accordance of their aptitudes, giving differentiated requirement to students with different knowledge and abilities. While all student should be required to accomplish the writing task independently, acquiring overall training.
Article 84 Cultivating talented students should be put in the first place, while balancing the relationship between the talents and research results. The thoughts education work should be done in the full use of the process of thesis guiding, which include cultivating the merits of open-mind, studying interests, hard work, and deep practice; building up a style of study of sticking to the fact and pursuing a precise study and research; and cultivating good academic ethics and dedication to their learned majors.
XV. Assessment
Article 85 Assessment is one of the important steps before the completion of class teaching. It has two forms, exam and check. The exam is to help and force students overall and carefully review what has been learnt and to inspect their level of understanding of learnt basic knowledge and basic theories and their abilities to apply in practice. It also has a purpose to know what problems exist in the teaching process through inspecting the course teaching effect, so as to improve the teaching method, enrich the teaching content, and promote the teaching quality. The exam can be classified into different ways, writing, oral, open-book and close-book exams. Which way should be taken shall be suggested by the lecturing teacher, discussed by the teaching and research office, approved by the dean, and then filed to the Dean¡¯s Office. The main purpose of check is to look at the experiment, schoolwork, class discussion, daily study of students and the teaching effect. The way of check can be the scores of students¡¯ experiments, schoolwork, and class discussion. It also can be a form of test, but this can not be turned into a disguised exam.
Article 86 All courses offered under the stipulations of the teaching program must be gone through an exam or check. The way of assessment shall be stipulated in the teaching program and shall not subject any change in normal situation.
Article 87 The principles for setting a exam paper:
(1) covering but not going beyond the teaching outline;
(2) content focusing on the basic knowledge, basic theory and basic skills and the ability of flexibility in application of them; no tricky or strange question;
(3) the paper should have both extensiveness and deepness, rationally distribution of the easy and difficult points;
(4) balance between the volume of the paper and the time of exam;
(5) genuine reflection of the actual teaching level, ensuring a ¡°normal school¡± for the distribution of students¡¯ scores;
Article 88 The paper for different classes with same teaching content and duration should be set uniformly. The exam time and the standards for assessment should also be the same.
Article 89 The paper shall be set normally by chief lecturer, occasionally by lecturers appointed by the dean. Two sets of paper, A and B, shall be drafted and the standard of scoring shall also be attached. The paper shall be used only after the approval by the directors of teaching and research offices and the dean. In case there is a paper bank, the paper must be set from the bank. Paper banks for all courses should be gradually set up to realize standardized exams.
Article 90 All departments should strengthen the organization of exams. The dean shall take overall responsibility for the exam work of the department, including the pre-exam review, tutorship, setting of papers. All the preparation work shall be well done before the exam, assessment, analysis, filing and summarizing work.
Article 91 Lecturers and tutors should carefully give guidance in the review before the exams, requiring students make a overall review and consolidating of the basic knowledge, theories and skills, making them a clear understanding of the whole structure of the course, grasping the inherent links and rules of the ¡°three basics¡±. But no specific boundaries or key points or any outlines of review for the exams can be released or implied.
Article 92 A mobilization conference shall be held by each department before the end term exams to publicize and enforce the national, provincial, and university policies and rules about exams in order to enforce the exam disciplines, standardize exam behaviors, and form a good style of exam.
Article 93 The invigilating teacher shall hold overall responsibility for the examination room situation in the course of exam, supervising the examiners to abide by all relevant rules. In case any fraudulent practices are found, prompt treatment should be made according to the rules, and the practices should be reported to the department and university.
Article 94 The paper shall be assessed in a way of collectiveness and flow operation. Teachers should take the assessment work seriously and earnestly and should stick to the assessment standard, realizing giving marks in reason, deducting marks in evidence, moderate in stringency, and consistent throughout the marking process. No marks can be given or deducted in discretion. Never be partial to give marks.
Article 95 The scores of students should be reported to the department within three days after the completion of the exam (or makeup) by the lecturer. The department should register the results and report to the Dean¡¯s Office before the end of the term. The assessment and registration for scores of exam courses shall be in a form of percentage points system. Those for the check courses shall be in a form of grading system.
Article 96 After the completion of the exam, lecturers should make an analysis on the papers to summarize the teaching experiences, to investigate the problems existed in the teaching, and to put forward suggestions and measures to be taken in future teaching. The written material should be send to the teaching and research office for the latter to make a prompt discussion and then report to the department office. The department should organize some form of meetings to exchange views to improve the class teaching quality.
Article 97 Confidentiality work on paper and questions should be strengthened. Any person and unit should not release them, otherwise responsibility shall be taken.
XVI. Teaching Files
Article 98 Teaching files are important teaching materials formed in teaching practice and teaching research. All teaching departments must pay attention to collecting, neatening, and filing of them to provide fundamental material for to improve teaching and to do the teaching research.
Article 99 Teaching files include:
(1) professional teaching programs and course teaching outlines;
(2) lists and samples of textbooks and references needed for course teaching;
(3) operational files for teachers, work assignation of teachers for each course in the semester;
(4) teaching schedule of the courses in the semester, summary and analysis of the enforcement of the teaching plan;
(5) exam papers and scores, paper analyses for the students in previous five years;
(6) assessments of the students on teachers;
(7) plans of teaching and research activities and their summaries, teaching experience exchange materials, investigation reports of teaching activities, periodicals of teaching and research;
(8) plans of educational practice and professional practice and summary, plans of practical teaching part and summary, typical teaching plans;
(9) course designs by students, graduation theses and the opinions on the excellent graduation thesis£»
(10)the scores of practice, materials for review of the graduation and degree title, quality investigation reports on the graduates;
(11)materials of colleagues and leaders who attending to lessons and other assessment materials on teaching;
(12)statistics tables of teaching work quality and teaching research;
(13)other relevant teaching materials.
XVII. Appraisal on Teaching
Article 100 The appraisal of teachers¡¯ teaching work includes teachers¡¯ basic duty, teaching attitude, teaching workload, teaching ability, teaching method, and teaching effect, mainly focusing on the teachers¡¯ morality, professional ability, and work result. The purpose for the appraisal is to help teachers to overcome the weak points in their teaching and improve the teaching level.
Article 101 All teaching administration divisions and the staff of the university should take a scientific, earnest, practical and realistic attitude towards the teaching appraisal work. They should do certain investigation and research work, teaching inspection, and teaching appraisal periodically. The staff in charge of the teaching administration, especially ones from functional division in the university or within each department, should often go to the teaching classes, attending lessons and learning the real teaching activities. They should put into enthusiasm into the work helping teaching overcome difficulties met in teaching. The teaching and research offices should hold activities concerning collective attending lessons, mutual attending lessons, evaluating and discussing on teaching. The teaching and research office hall also organize teachers to inspect the enforcement of teaching tasks, putting more emphasis on the ¡°three basics¡± teaching and ability building both in midterm teaching and end-term. They should make analysis on the teaching quality and make midterm brief summary and teaching summary in the end of the term, so as to promote teaching experience and improve teaching quality. Teachers should actively attend the teaching appraisal work. The lecturer should report their teaching in the meeting of teaching and research office. A summary in written form should be made in the end of the term and be put into archives after exchange of views within the office.
Article 102 Teachers who made excellent achievements in teaching and education, teaching quality, course building, textbook building, teaching reform, teaching research, and teaching administration and who have heavy teaching workload and gained good teaching results can be awarded individual prize of excellent teaching after assessment by the university academic committee. The prizes are mainly spiritual, complemented by material prize, in a way of noticed praising, issuing certificate, or issuing bonus. Teachers who are extraordinarily excellent can enjoy privileges in housing, promotion, attending advanced studies, and academic holidays under equal qualifications comparing with others.
Article 103 Suspending classes or changing classes or asking others to take over classes for the absent teachers, being late for classes, stopping classes ahead of time, misdoing in supervision of exams, failure in reporting of exam results, and reducing the course hours without approval shall all be deemed and treated as teaching accident. Failure for a whole class, releasing paper/questions, giving marks in a partial way or altering the scores without reason, non-accomplishment of the teaching program for subjective reasons shall be treated as serious teaching accidents.
Article 104 In case any one of following situations happens, which is confirmed by serious and effective teaching assessment and visiting from various witnesses, the lecturer shall be replaced or forced away from his duty if there is no any modification or improvement after the period set after being pointed out by the university or department:
(1) irresponsible for his job, and any accident stipulated in Article 103 happens;
(2) bad teaching effect with strong opposition from students;
(3) low academic level, many times subject mistakes occurred, incompetent for teaching work;
(4) serious political or moral problem or with bad words and deeds.
Article 105 The appraisal material, prize, punishment shall all be sent to teachers operational files.
Article 106 The university and department shall strengthen the teaching assessment and teaching supervision work.
The teaching assessment is an important means for inspect and verify the actual effect of teaching work. Teaching errors can be found and corrected timely through the assessment to ensure the realization of the educational purpose. The teaching assessment includes:
(1) professional assessment;
(2) course assessment;
(3) class teaching quality assessment;
(4) experimental teaching quality assessment;
(5) textbook assessment;
(6) management level assessment in department;
(7) exam assessment.
The detailed operating methods for various teaching assessments and teaching supervision shall be published separately.
XVIII. Teaching Disciplines
Article 107 Teachers must count the number of attendants before class and record the fact of absence and presence into the ¡°attendance check table of student in class¡±. Teachers should also make a good organization for the class, requiring students to follow the rules of classroom, guiding students to concentrate on the class, criticizing the students who break the disciplines or distract, and reporting to relevant departments or divisions in case of any significant problem happens.
Article 108 In order to ensure the teaching hours, teachers should go to class strictly according to the preset curriculum schedules and working hours. Late for class and finishing class ahead of schedule are forbidden. Suspending classes in scheduled hours without legitimate reasons or not following the formalities of asking for leave or exchange classes even in case of any reasonable condition shall be treated as absenteeism. Asking others to take over teacher¡¯s class is not allowed, otherwise it will be treated as an accident. Bargaining with students to exchange or suspend classes is forbidden, otherwise it will be treated the same.
Article 109 Each department should take measures to appoint a person to be in charge of the appraisal of teachers¡¯ disciplines. This person should report once a month to the department office. This collection of reports should be reported to the teaching affairs section of Dean¡¯s Office. In case any teaching accident happens due to the teacher¡¯s breaking disciplines, the teacher will be punished seriously according to the ¡°Measures for Affirmation and Punishment for Teaching Accident in Huanghuai University¡±.
XIX. Supplementary Articles
Article 110 The regulations applies to the teaching work of full-time ordinary undergraduate and higher professional programs in our university. The teaching work for adult-education-students can also refer to it.
Article 111 The Regulations shall be enforced from the date when it is publicized. The interpretation of the regulations by the university¡¯s Dean¡¯s Office shall prevail.
