一年级是本科教育的基础阶段，而公共基础课程则又是这一阶段的重要组成部分，因此公共基础课程教师教学能力的提升一直是备受关注的课题。基于以学为中心的教育理念，教师的教学落脚到学生的学习才能使实在且有意义的学习发生。教师和学生分别是学习的“供给侧”和“需求侧”的两大主体，只有供需能够互相匹配时，教师的教和学生的学才是有效率和有效果的。在剖析公共基础课程及其教学特点的基础上构建一个基本的教学能力框架，并以此框架对供需双方展开调查，发现二者对于教师教学能力的认知存在一定的偏差，对偏差成因进行分析并有针对性地探讨纠偏的适切路径。

The first year of college life is the fundamental stage of undergraduate education, and Basic General Courses (BGC) in which is strictly significant, so the teaching competence of BGC is under intense attention. Based on the Learning-Centered concept, teaching should directly facilitate learning, the supply from teachers should match the demand of students. Based on the characteristics of BGC, a framework is established. A questionnaire according to the framework finds that there is a cognition gap between the students and the teachers. The reasons of deviation were analyzed and the appropriated paths of rectification were discussed.

2017年度重庆大学教学改革研究项目——公共基础课程教师教学能力评价指标体系研究（课题编号：2017Y79）