On the morning of April 14th, our school held a semester teaching supervision work meeting to comprehensively deploy key tasks for semester teaching supervision and further promote high-quality education and teaching. Vice President Li Juan attended and delivered a speech. All members of the school’s teaching supervision committee, as well as leaders and relevant staff from the academic affairs office, participated in the meeting.

Li Juan extended her sincere gratitude to all committee members who have long dedicated themselves wholeheartedly and silently contributed to the teaching supervision efforts. She highly commended the significant role the supervision team has played in enhancing teaching quality and fostering the professional growth of teachers. She outlined four key requirements for advancing the teaching supervision work with high standards this semester: First, it is essential to clarify the dialectical relationship between “supervision” and “guidance,” adhering to the principle of “supervision as a means, guidance as the goal.” While maintaining strict teaching order, emphasis should be placed on guiding and supporting teachers, particularly new and young faculty, to help them establish a strong foothold and excel in their teaching roles. Second, attention should be focused on critical aspects by establishing a comprehensive quality monitoring network that ensures supervision throughout the entire teaching process. This includes reinforcing supervision and improvement efforts in implementing a “student-centered” teaching approach, integrating digital and intelligent technologies into classroom instruction, and nurturing students’ innovative capabilities. Third, it is crucial to strengthen closed-loop management to stimulate the internal drive for teaching improvement. This involves refining the “supervision-feedback-rectification-review” mechanism to shift teaching improvement from a reactive “rectification” mode to a proactive “enhancement” approach. Fourth, a collaborative linkage mechanism should be enhanced to collectively build a teaching quality community. This requires strengthening coordination between school-level and college-level supervision, promoting experience exchange and resource sharing among colleges, fostering a culture of teaching quality characterized by full participation and continuous improvement, and thereby continually enhancing students’ sense of achievement, happiness, and growth.

At the conference, Song Wanjie, Director of the Academic Affairs Office, provided a comprehensive exposition on the key aspects of the university’s teaching agenda for 2026. This encompassed intensifying efforts in professional structural adjustment and connotative development, advancing the reform of talent cultivation models through categorization, systematically promoting the construction of the curriculum system, implementing reforms in classroom teaching practices and theoretical research, concentrating on enhancing the capabilities of the teaching faculty, deepening the reform of teaching evaluation mechanisms, and refining the establishment of a quality monitoring and assurance system. Gong Zhijuan, Deputy Director, outlined specific measures aligned with the special enhancement initiative for teaching quality assurance, further delineating the focal areas and operational requirements for supervision tasks in the current semester. Ding Lirui, Deputy Director of the University Teaching Supervision Committee, detailed the teaching supervision work plan, specifying the content, methodologies, and critical timelines for supervision activities.

(Contributed by: Academic Affairs Office; Written by: Li Yixiao)