美国研究型大学的教学激励机制及其启示  

Implication of the Incentive Mechanism of Teaching in American Research Universities

作　　者：陈超[1] 郄海霞[2] 

机构地区：[1]南开大学高等教育研究所,天津300071 [2]天津大学教育学院,天津300072

出　　处：《高等教育研究》2011年第5期70-76,共7页Journal of Higher Education

基　　金：教育部人文社会科学基金资助项目(08JC880021)

摘　　要：在日益严重的科研倾向主导下,美国研究型大学的教学工作发生了一定程度的漂移,但这种漂移并未从根本上改变教学的基础和中心地位。通过设立教学奖、资助教师发展项目、认可高品质的教学、将晋升和薪资扩大到教学、重视教学团队建设等措施,美国研究型大学较好地维持和挽回了教学的基础地位,协调了教学和科研的辩证关系,推动了研究型大学的持续发展。Though the undergraduate teaching of American research universities has departed from its core status because of the research orientation, it is still the core and basic work of research universities. The research universities had maintained and retrieved the basic status of undergraduate teaching by erecting teaching awards, funding professional development projects for teachers, recognizing high quality teaching, expanding promotion and compensation to teaching, attaching importance to teaching groups; and it had conciliated the dialectic relation of teaching and research and had promoted the sustain development of America research universities as well.

关 键 词：研究型大学 教学地位 教学激励 团队建设 

分 类 号：G649[文化科学—高等教育学]