教学与学术的“耦合”与“分离”:教学学术辩证论  

Between Coupling and Separation:Dialectical Theory on the Scholarship of Teaching and Learning

作　　者：李艳 李宝斌[2] LI Yan;LI Baobin(Hunan University of Arts and Science, Changde 415000,China)

机构地区：[1]湖南文理学院师范学院,湖南常德415000 [2]湖南文理学院,湖南常德415000

出　　处：《中国农业教育》2021年第4期68-74,共7页China Agricultural Education

基　　金：教育部人文社会科学研究规划基金项目“高校转型发展中教学学术视域下的教师激励机制研究”(15YJA880029)。

摘　　要：博耶提出“教学学术”的初衷,是为了提高大学教学的学术地位,但后续学者对于“教学”与“学术”,即教学学术与学科学术之间的关系争议很大,存在注重相关性的“耦合”论与强调差异性的“分离”论之争,争议容易导致迷失方向,不利于教学学术发展。只有深入分析两者的工作框架、学术理念、价值意蕴、研究方法,提取两者的耦合之点,并且明晰两种学术的差别,在强调教学学术学科底色的同时突出教学实践的特色,辩证地处理二者的关系,才能促进大学教师教学学术的健康发展,提高大学的育人效果。The original intention of Boyer's"Scholarship of Teaching"is to improve the academic status of university teaching,but there are many disputes between"teaching"and"scholarship",that is,the relationship between teaching scholarship and academic discipline,and there is a dispute between the theory of"coupling"which emphasizes relevance and the theory of"separation"which emphasizes difference.Only by in-depth analysis of the work framework,academic concepts,value implications and research methods of the two,and extracting the point of coupling between the two,and clear the differences between the two academic,not far-fetched,and only by emphasizing the academic background of teaching and highlighting the features of teaching practice and dealing with the relationship between them dialectically,can the development of university teachers'teaching and learning be promoted and the educational effect of university be upgraded.

关 键 词：教学学术 学科学术 “耦合”与“分离” 辩证论 

分 类 号：G64[文化科学—高等教育学]