作　　者： ;

机构地区： 华东师范大学教育科学学院高等教育研究所

出　　处： 《复旦教育论坛》 2013年第1期34-39,共6页

摘　　要： 本文以学术人自传、口述史、日记、著作的序言及后记等为研究资料,按学科分布选取七个案例对跨学科交往情况进行分析。研究发现:高校教师主要通过以强关系为基础自发组建的非正式跨学科组织和以弱关系形式在不同场合与其他学者的相遇进行跨学科交往。强关系中蕴含的同质性是高校教师克服学科文化带来的沟通障碍的基础。弱关系形式的交往为高校教师提供异质的、非冗余的信息,提高了高校教师解决问题的能力。人际关系、学术系统认可机制及优势积累效应三者在很大程度上决定着高校教师跨学科交往机会的获得以及与谁相遇的可能性。 Based on seven cases of different disciplines, with material from autobiographies, oral history, and preface and postscript of works, the study analyzes the situation of interaction between university teachers. It is found that university teachers contact with other scholars in two ways： one is informal multidiseiplinary organization built voluntarily on strong ties; the other is the encounter of acquaintant scholars on different occasions. Homophily contained in strong ties provides basis for teachers to overcome communication obstacles due to discipline culture. Weak ties provide heterogeneous and non-redundant information for teachers and enhance their ability of solving problems. Relationship, recognition mechanism and accumulated advantage in academic system decide the chance of interaction and who university teachers will contact.

关 键 词： 高校教师 跨学科 交往 学术创新

领　　域： [文化科学—高等教育学] [文化科学—教育学]