作　　者： ; ;

机构地区： 厦门大学高等教育科学研究所高等教育发展研究中心

出　　处： 《高等教育研究》 2009年第6期66-73,共8页

摘　　要： 本文采取质的研究方法,以两所研究型大学为个案,以访谈、课堂观察等为主要的资料来源渠道,对研究型大学教师的教学责任观进行探究,分析了教师对教学与研究关系的看法。研究发现:1)对教学活动和科研活动进行严格的定性很难,并且不利于教师教学责任的履行;2)目前研究型大学教学的学术性特征有所体现,大部分教师承认教学与科研可以相互促进,但在实践中仍有障碍;3)教学与科研相融合的程度可能受到学科性质、教学目的等影响,因此学校在实施本科教学改革时应着眼于教师的学术责任整体,并充分考虑学科差异。 This study is a qualitative inquiry into university teachers views on their teaching responsibility, with the relationship between research and teaching providing the main context of analysis. Thirty-four teachers from two sample universities were interviewed and their lessons observed. From the research findings that emerge, this study offers the following observations： 1） the participants found it difficult to provide clear demarcation between teaching and research activities as such demarcation would undermine integration of the two areas of work; 2） most of the participants viewed research and teaching as mutually supportive, but they also found it challenging to integrate research and teaching in their work; and 3） the integration of teaching and research was mediated by factors such as the nature of academic discipline and educational objectives. Therefore, there is a need to adopt a holistic approach to define university teachers academic duty and to fully consider the impact of disciplinary differences in the implementation of undergraduate teaching reform.

关 键 词： 研究型大学 教学 研究 本科教学改革

领　　域： [文化科学] [文化科学]