“教学学术”内涵的异化:现状、成因及对策  

Alienation of the Connotation of “the Scholarship of Teaching and Learning”:Current Situation,Causes and Countermeasures

作　　者：欧阳光华[1] 周子怡 OUYANG Guang-hua;ZHOU Zi-yi(Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学,湖北武汉430079

出　　处：《黑龙江高教研究》2024年第4期15-19,共5页Heilongjiang Researches on Higher Education

基　　金：全国教育科学规划国家级项目“教学学术视域下美国高校教师教学评价研究”(编号:BDA210080)。

摘　　要：“教学学术”概念的提出既为教学地位和职能的复归寻绎到一条崭新思路,也确证了教学作为一种学术研究的价值意蕴。在实践中,“教学学术”却面临内涵异化的风险。目前来讲,“教学学术”的内涵大致被异化为以下四类表现,即优秀教学、教学与科研结合、学术性教学、教学科研化。究其原因是对优秀大学教学属性的片面化理解,对日益多元的教育目标的简单堆砌,“教学学术”成果难以被测量、公开、评价,大学教学管理中技术理性的过度膨胀。建议从“价值追求-角色定位-组织支持-制度保障”等四个维度探索对策。The proposition of the concept of “the scholarship of teaching and learning” leads to a new idea for the return of teaching status and functions,and also confirms the value of teaching as an academic research.However,“the scholarship of teaching and learning”,in practice,faces the risk of connotation alienation.At present,the connotation of “the scholarship of teaching and learning” is generally alienated into the following four categories:excellent teaching;Combination of teaching and scientific research;Academic teaching;Teaching and scientific research.The reason is the one-sided understanding of the teaching attributes of excellent universities;Simple piling up of increasingly diversified educational goals;“the scholarship of teaching and learning”achievements are difficult to be measured,disclosed and evaluated;The excessive expansion of technological rationality in university teaching management.It is suggested to explore countermeasures from the four dimensions of “value pursuit-role positioning-organizational support-institutional guarantee”.

关 键 词：教学学术 内涵 异化 人本位价值 

分 类 号：G642[文化科学—高等教育学]