教学型高校教师过度科研的动因分析——基于经济学效用论的视角  

Teachers'Motivation of Excessive Research at Teaching-oriented Universities——From the Perspective of Utility Theory of Economics

作　　者：曾贵[1] 李轶敏[1] 

机构地区：[1]湖南工程学院,湖南湘潭411014

出　　处：《教育与教学研究》2015年第6期35-40,共6页Education and Teaching Research

基　　金：湖南高校教师薪酬满意度及其影响因素研究(XJK013CJG009);湖南省哲学社会科学基金项目(13YBB058)

摘　　要：由于教学型高校普遍重科研轻教学,教师把主要精力用于科研,甚至以挤占教学时间和降低教学质量为代价过度科研。从经济学效用论的角度看,科研和教学之间存在的显著效用差距是导致教学型高校教师过度科研的根本原因,而追求个人效用最大化是教学型高校教师过度科研的内在动因。降低当前教学型高校教师过高的科研效用,把科研和教学的效用水平维持在合理的范围内,引导教师把主要精力投入到教学中去,可有效解决当前教学型高校教师过度科研的问题。Due to the excessive emphasis on research and the contempt on teaching at teaching-oriented universities, teachers focus most of their time on research, even at the expense of squeezing time in teaching and reducing the quality of teaching. From the perspective of utilily theory of economics, significant utility gap between research and teaching is the root cause of excessive research at teaching-orieuted universities, and the pursuit of individual utility maximization is the intrinsic motivation of teachers＇ over research at teaching-oriented universities. This problem can be solved by reducing the current research utility, maintaining the utility level of research and teaching within a reasonable range and guiding the teachers to focus their time on teaching.

关 键 词：教学型高校 过度科研 动因 基数效用 序数效用 

分 类 号：G645.1[文化科学—高等教育学] G642.0[文化科学—教育学]