科研反哺教学的合理性及地方高校因应策略  

The Rationality and Responding Strategies of Scientific Research Nurturing Teaching

作　　者：李俊杰[1] 

机构地区：[1]浙江工业大学人文社科处

出　　处：《教育研究》2012年第3期53-56,70,共5页Educational Research

基　　金：全国教育科学规划2010年教育部重点课题"地方院校高水平学科平台建设过程中科研反哺教学的机制研究"(项目编号:DIA100269)的研究成果

摘　　要：科研反哺教学,是指高校集中资源提升学校科研实力,并努力把科研优势转化为教学优势,从而促进学校提高教学质量。事实表明,科研反哺教学不仅在理论上说得通,在实践上也是可行的。学校科研实力的提升,既有利于吸引更优秀的教师和学生,也能提高他们的教学能力。在对高校进行分类指导的时候,要谨防"教学—科研"二分思维,将科研仅仅作为高水平大学的专利,削弱甚至剥夺地方高校的科研职能。The so-called ＂scientific research nurturing teaching＂ refers to that a university develops research capacity first and then transforms the research advantages to teaching advantages and finally promotes the teaching quality of the university. The facts have illustrated that such a developing course is feasible theoretically and practically. With the improvement of research capacity, the university can not only attract more excellent teachers and students, but also improve their teaching and learning abilities. All of these have pointed out that when we conduct the clarified guidance on the university, the binary thinking of ＂teaching-research＂ should be avoided. We should take research only as the privilege of high level universities and weaken or even deprive the research function of local university, should be avoided.

关 键 词：高等学校 科研反哺教学 教学质量 科研实力 

分 类 号：G648.4[文化科学—高等教育学]