“一流教学”建设中研究性教学的思考  

Thoughts on Research-based Teaching in the Construction of“First-class Teaching”

作　　者：王超[1] WANG Chao(Higher Education Research Institute,Beijing University of Technology,Beijing 100124,China)

机构地区：[1]北京工业大学高等教育研究院、首都工程教育发展研究基地,北京100124

出　　处：《贵州师范大学学报（社会科学版）》2022年第2期61-71,共11页Journal of Guizhou Normal University(Social Sciences)

基　　金：北京市教委社科计划重点项目“一流学科”高校国际化建设路径的比较研究(19JYB019);教育部首批新文科研究与改革实践项目:“高校新文科运行机制的改革与发展研究”(202102003)的阶段性成果。

摘　　要：近些年,研究性教学的效果不断得到提升,但是在理论上仍受到颇多质疑,这是源于对研究性教学内涵和大学本质与教学过程的误解。教学与研究相融合是研究性教学的本质特征,研究是研究性教学的灵魂,教学是研究的本源,二者相辅相成,不宜将二者割裂分析。在实践中采取"寓研于教"的方法,打破对知识确定性的迷思,坚持知识和能力为导向,才能实现研究性教学改革从形式走向实质,实现学生的自我建构和自觉成长。In recent years,the effect of research-based teaching has been continuously improved and recognized,but it is still questioned in practice,which is due to the misunderstanding of the connotation of research-based teaching and the nature and process of universities.Research-based teaching is the integration of teaching and research,which is unfavorable to be split.The research-based teaching is not the“research for teaching”,rather than the“education with research,”and its study is the soul of research-based teaching.Teaching is the origin of research,both of which are complementary,from the form to the substance.The research-oriented teaching reform needs to break the myth of certainty of knowledge,take knowledge and ability as the guidance,to realize the students’self-construction and conscious growth.

关 键 词：教学 研究性教学 知识 确定性知识 研究 

分 类 号：G640[文化科学—高等教育学]