教学与科研内在属性差异及高校回归教学本位之可能

发布时间：2018-04-21 16:10

  本文选题：教学 + 科研　； 参考：《中国高教研究》2017年06期

【摘要】：重科研轻教学是国内外高校普遍存在且又长期以来始终未能得到有效解决的老大难问题,之所以如此,主要在于以往人们单纯从外部政策导向和评价机制寻原因找对策,而忽视了教学与科研二者之间内在属性的差异,这才是导致问题产生的根本因素。未知与己知、好奇与责任、精确与模糊构成了科研和教学二者间的内在属性差异,恰是这些差异,使科研先天地具有优势和优越性,教学处于弱势和劣势地位,由此,决定了高校教师在价值认知取向和行为选择方面更倾向于科研而非教学。高校要回归教学本位,除坚持传统有效的政策和办法外,必须重新认识和理解教学,并使教学获得与科研一致的属性。
[Abstract]:Emphasizing scientific research and neglecting teaching is a common problem in colleges and universities both at home and abroad and has not been effectively solved for a long time. The reason for this is that in the past, people simply looked for countermeasures from external policy guidance and evaluation mechanism. The difference between teaching and scientific research is ignored, which is the fundamental factor leading to the problem. Unknown and self-knowledge, curiosity and responsibility, precision and vagueness constitute the inherent attribute differences between scientific research and teaching, which make scientific research have advantages and advantages, teaching is in a weak and inferior position. It is decided that college teachers tend to scientific research rather than teaching in the aspect of value cognition orientation and behavior choice. In order to return to the teaching standard, colleges and universities should not only adhere to the traditional and effective policies and methods, but also re-recognize and understand the teaching, and make the teaching be consistent with scientific research.
【作者单位】： 中国人民大学教育学院;
【分类号】：G642
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本文编号：1783149