教育对外开放理念下的高校教师学术能力提升  

Research on the Improvement of College Teachers’ Academic Ability under the Concept of Opening up of the Education

作　　者：张日新[1] 王伟[1] 李韵婷 ZHANG Rixin;WANG Wei;LI Yunting(South China Agricultural University,Guangzhou Guangdong 510642)

机构地区：[1]华南农业大学

出　　处：《现代教育管理》2019年第12期74-80,共7页Modern Education Management

基　　金：教育部人文社科研究基金项目“高等教育核心竞争力与协同创新发展研究”(16YJA880064);2014年广东省教育厅特色创新类项目(教育科学研究项目)“中国高校教师教学发展的组织性培育模式研究”(2014GXJK014)

摘　　要：高校教师的公派出国留学是贯彻教育对外开放理念的重要表现。教师个体存在高度异质性导致归国高校教师学术能力呈现较大程度差异。运用双重差分法考察公派出国留学以及个体异质性对其学术能力的影响发现:拥有出国留学经历的高校教师学术能力提升显著;性别、学位、职称和学科等因素对出国留学教师的学术产出有显著影响作用。由各级政府统筹制定高校教师公派留学计划,将评估机制与出国申请研究计划有效结合,并结合教师个体特征制定差异化考核条例,将有效提高我国高校留学教师的学术能力。The government-funded study abroad of high school teachers is an important manifestation of the concept of education opening to the outside world. The high heterogeneity of individual teachers leads to a large difference in the academic ability of teachers when they return back. The double difference method is used to examine the influence of government-funded study abroad and individual heterogeneity on their academic ability.We found that the academic ability of college teachers with overseas study experience has improved significantly.Factors such as gender, degree, professional title and discipline have a significant influence on the academic output of overseas study teachers. We suggest that all levels of government should formulate a plan for high school teachers’ government-funded study abroad, effectively combine the evaluation mechanism with the study application plan for going abroad, and formulate differentiated assessment regulations in combination with the individual characteristics of teachers, which will effectively improve the academic ability of Chinese university teachers.

关 键 词：教育对外开放 高校教师 公派出国留学 学术能力 双重差分法 

分 类 号：G451.6[文化科学—教育学] G649.21[文化科学—教育技术学]