本文選題：教學 + 科研��； 參考：《中國高教研究》2017年06期

【摘要】：重科研輕教學是國內(nèi)外高校普遍存在且又長期以來始終未能得到有效解決的老大難問題,之所以如此,主要在于以往人們單純從外部政策導向和評價機制尋原因找對策,而忽視了教學與科研二者之間內(nèi)在屬性的差異,這才是導致問題產(chǎn)生的根本因素。未知與己知、好奇與責任、精確與模糊構(gòu)成了科研和教學二者間的內(nèi)在屬性差異,恰是這些差異,使科研先天地具有優(yōu)勢和優(yōu)越性,教學處于弱勢和劣勢地位,由此,決定了高校教師在價值認知取向和行為選擇方面更傾向于科研而非教學。高校要回歸教學本位,除堅持傳統(tǒng)有效的政策和辦法外,必須重新認識和理解教學,并使教學獲得與科研一致的屬性。
[Abstract]:Emphasizing scientific research and neglecting teaching is a common problem in colleges and universities both at home and abroad and has not been effectively solved for a long time. The reason for this is that in the past, people simply looked for countermeasures from external policy guidance and evaluation mechanism. The difference between teaching and scientific research is ignored, which is the fundamental factor leading to the problem. Unknown and self-knowledge, curiosity and responsibility, precision and vagueness constitute the inherent attribute differences between scientific research and teaching, which make scientific research have advantages and advantages, teaching is in a weak and inferior position. It is decided that college teachers tend to scientific research rather than teaching in the aspect of value cognition orientation and behavior choice. In order to return to the teaching standard, colleges and universities should not only adhere to the traditional and effective policies and methods, but also re-recognize and understand the teaching, and make the teaching be consistent with scientific research.
【作者單位】： 中國人民大學教育學院;
【分類號】：G642
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本文編號：1783149