出国进修如何影响高校教师的教学与科研?——基于“2016年全国高校教师发展状况调查”的分析  

Faculty Training Abroad and Its Impact on Teaching and Research

作　　者：杜嫱[1] Du Qiang(Department of Psychology,Renmin University of China,Beijing 100872)

机构地区：[1]中国人民大学心理学系,北京100872

出　　处：《山东高等教育》2023年第4期8-15,45,F0002,共10页Review of Higher Education

摘　　要：高校教师出国进修是高等教育国际化的重要组成内容,利用2016年“全国高校教师发展质量”调查数据,采用倾向值得分匹配法分析高校教师的出国进修经历对其教学行为与科研产出的影响作用发现28%的教师具有出国进修经历,但在不同性别、院校类型、学科门类中存在差异;教师的个体特征、院校背景及学科特征能够较好预测其出国经历的有无;出国进修经历对教师的传统规制型教学行为并无显著影响,但能够有效提升教师的创新互动型教学行为,且在国际期刊论文发表层面存在显著优势,区分不同职称教师群体后发现,进修经历对副高职称及初、中级教师的教学有更显著的促进效应。因此,应鼓励教师前往国外高水平院校进修,同时强化对青年教师群体的支持。Faculty receiving training abroad is an important component of higher education internationalization.The current study aims to explore the impact of receiving training abroad on faculties'teaching behaviors as well as research productivity after returning home country.By using propensity score matching(PSM)method to assess the effectiveness,we found that:(1)28%of teachers have the experience of training abroad,but the proportion varies according to gender,discipline,and institution;(2)Variables such as age,marital status,educational levels,institution types,and disciplines are significant to predict whether training abroad;(3)The effectiveness of training abroad is heterogeneous,it can improve innovative pedagogy while has no significant effect on regulatory pedagogy,it can facilitate international journals publication strongly while has slight effect on domestic journals publication,the effectiveness of training abroad is?also heterogeneous among different faculty groups.Based on the above conclusions,relevant policy recommendations are proposed.

关 键 词：出国进修 教学行为 科研产出 倾向值得分匹配 

分 类 号：G645[文化科学—高等教育学]