教学学术与教学督导关系的解构与重构  

Deconstruction and Reconstruction of the Relationship of Scholarship of Teaching and Instructional Supervision

作　　者：刘玉[1] 

机构地区：[1]广东金融学院,广东广州510521

出　　处：《重庆高教研究》2015年第3期61-68,共8页Chongqing Higher Education Research

基　　金：教育部人文社会科学研究规划基金项目"现代大学学术秩序下大学校长领导力实现研究"(12YJA880087);广东省高等学校教学质量与教学改革工程本科类立项建设项目"应用型本科院校课堂教学督导评价关键环节研究--以广东金融学院为例"(粤教高函〔2013〕113号)

摘　　要：对教学学术与教学督导进行解构与重构,对新语境下教学质量的提升、教学科研矛盾的消解及大学治理模式的转变具有重要意义。从学理层面看,教学学术与教学督导是适配的,表现为同质性与学术性;从实践层面看,教学学术与教学督导是矛盾的,表现为实践理论的一元性与实践运行的二元性。究其原因,存在着理论逻辑与实践逻辑不同的解释框架。平衡是重构教学学术与教学督导关系的主要思路。To deconstruct and reconstruct the scholarship of teaching and instructional supervision is important to improve the teaching quality in the new conteXt,resolve the conflict of teaching and research and transform the university governance mode. On the theoretical aspect,scholarship of teaching and instructional supervision are adapted,the performance for the homogeneous and academic;on the practical aspect,they’re contradictory,the performance for the sole of practice theory and the duality of practice operation. The reason is that there are different interpretations of frameworks,namely theoretical logic and practice logic. Balance is the main idea to reconstruct the relationship of them.

关 键 词：教学学术 教学督导 解构 重构 

分 类 号：G644[文化科学—高等教育学]