提高育人质量:新时代高校研究性教学的可行与应为  

Improving the Quality of Education:The Feasibility and Expected Action of Research Teaching in Colleges and Universities in the New Era

作　　者：李芳[1] LI Fang(Ethnic Education Development Center,Ministry of Education,Beijing 100816,China)

机构地区：[1]教育部民族教育发展中心,北京100816

出　　处：《贵州师范大学学报（社会科学版）》2022年第5期53-63,共11页Journal of Guizhou Normal University(Social Sciences)

基　　金：中央高校基本科研业务费专项资金资助项目“深度学习视角下的大学课程质量建设研究”(2021NTSS66)的阶段性成果。

摘　　要：高校研究性教学实践中,“非此即彼”的线性思维使研究性教学与育人质量结合度减弱。研究性教学的发生逻辑与新时代高校育人使命相契合,具有提高育人质量的可行性,同时应对高校育人目标、育人载体、主体关系的优化作出更大贡献。推动研究性教学走向实践应坚持科学育人理念,精心设计“育人目标-学科-课程-教学”相衔接的研究性教学实践方案,建立教师主导、学生参与、师生互动机制,完善以育人质量导向的教学评价机制。In the practice of research teaching in colleges and universities,the linear thinking of“either this or that”weakens the coupling between research teaching and education quality.The occurrence logic of research teaching is consistent with the educational mission of colleges and universities in the new era,which has the possibility of improving the quality of education,and it should play a more positive role in promoting the optimization of educational objectives,educational carriers and subject relations in colleges and universities.In order to promote research teaching to practice,we should carefully design the research-based teaching practice scheme linking“education objectives-subjects-courses-Teaching”with the scientific education concept;Establish a mechanism including teacher’s leading,students’participation,and teacher-student interaction;Improve the teaching evaluation mechanism guided by the quality of education;Weave a network of guarantee mechanisms.

关 键 词：研究性教学 高校教学实践 育人质量 内涵式发展 可行 

分 类 号：G40[文化科学—教育学原理]