科教融合教学模式:现状与对策  

Current Status and Countermeasures of the Teaching Model United with Researching and Teaching

作　　者：李茂国[1] 周红坊 朱正伟[1,3] 

机构地区：[1]重庆大学 [2]重庆大学高等教育研究所 [3]重庆大学东西部高校课程共享联盟秘书处

出　　处：《高等工程教育研究》2017年第4期58-62,共5页Research in Higher Education of Engineering

基　　金：中央高校基本科研业务费专项项目"高校服务区域创新驱动发展机制研究"(106112015CDJSK91JD09);重庆市高等教育教学改革研究项目(1202053)的研究成果

摘　　要："科教融合"连接教学理论与实践,是教学模式改革的核心。从洪堡的科研与教学结合到吉尔曼的传承、博耶的发展,"科教融合"正经历从理念到教学模式的演进,在此过程中出现关于科教融合教学模式的认识、教师考核评价体制机制、资源分配、科研成果转化等问题。基于此,本文提出了科教融合教学模式四条举措与路径,阐述了实施该教学模式的重要意义。The unity of researching and teaching integrates teaching theory and practice,acting as the core in teaching model revolution.From the primitive Humboldt＇s researchingteaching theory to Gilman＇s and Boyer＇s succession and development,the idea of researchingteaching is going through an evolution from a pure notion into a real teaching model,during which issues emerged,mostly on understanding of the model,evaluation mechanism on teachers,resource distribution and transformation of scientifictechnological achievements.In light of that,the paper puts forward four methods of the model and the respective significance.

关 键 词：办学理念 科研 教学 科教融合 教学模式 

分 类 号：G642[文化科学—高等教育学]