本文選題：洪堡理想 + 科研分化　； 參考：《江蘇高教》2017年03期

【摘要】：在洪堡所處的時代,由于純科學的崇高地位和高等教育的精英化,大學"教學與科研相統(tǒng)一"是有充分的理由的。進入現代社會以后,科研發(fā)生了分化,科研有了"好"與"不好"之分,因而它對高校教學也就會產生正負兩個方面的效應。在這樣的背景下,為確保高校的科研真正有益于教學,特別需要倡導科研道德與學術操守至上的原則,尊重科研工作的過程性,注重基礎理論研究,堅持內容評價和同行評價優(yōu)先,摒棄現行的粗暴量化評價辦法。
[Abstract]:In Humboldt's time, due to the lofty status of pure science and the excellence of higher education, there are good reasons for unifying teaching and scientific research in universities. After entering the modern society, scientific research has been divided into "good" and "bad", so it will have positive and negative effects on college teaching. Against this background, in order to ensure that scientific research in colleges and universities is truly beneficial to teaching, it is especially necessary to advocate the principle of the primacy of scientific research ethics and academic integrity, respect the process of scientific research work, and pay attention to basic theoretical research. Adhere to the content evaluation and peer evaluation priority, abandon the current rough quantitative evaluation method.
【作者單位】： 蘇州大學教育科學研究院;
【基金】：全國教育科學規(guī)劃教育部重點課題(DIA090208)
【分類號】：G642

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