冲突·独立·互补:研究型大学教师教学行为与科研表现间关系的实证研究

Conflicting,Unrelated or Complementary:An Empirical Study on the Relationship between Teaching Behaviors and Research in Research Universities

长期以来,教学和科研作为高等院校和教师所肩负的两大职能,两者间关系饱受争议。由于近年高校教师"重研轻教"现象的凸显、教师人事管理改革中教学与科研分岗制度的推进,厘清教学和科研之间关系对促进教师发展、提升高等教育人才培养质量均具重要意义。本文利用高校教师调查数据,聚焦研究型大学教师群体,考察教学和科研之间的关系。研究发现:(1)我国研究型大学教师自我职能定位与行为选择之间存在矛盾冲突,将近80%的教师认同自身教学与科研的双重职能或将教学作为首要职能,但从个体行为层面来看,教师的时间投入存在明显的"重研轻教"倾向;(2)在研究型大学教师的本科教学行为中,创新型教学模式的应用频度已高于传统的规制型教学模式,但存在着学科间和不同教师群体间的差异;(3)分位数回归结果不仅验证了教学与科研之间的非线性关系,同时发现教师科研产出与本科教学行为之间存在"顶端互促效应",即在科研产出的高端群体中,规制型教学行为对科研产出形成抑制效应,而创新型教学行为与科研产出之间存在协同促进的关系。

It is believed that research and teaching produce synergy when both are integrated in a university. However, for a long time, the relationship between teaching and research has been a controversial issue in higher education. Along with the phenomenon that faculty emphasis on research and ignoring their teaching as well as contemporary university personnel system reform advancement, to clarify the relationship has become a necessary move. Using data from a university faculty survey, the paper focuses on the relationship between research and teaching at research universities. The main findings are as follows:(1) About 80% of the faculty are in favor of a nexus between teaching and research or treat teaching as priority duty. However, the weekly working hours data show that faculty stressed research too much;(2)Teaching pedagogies are divided into regulatory pedagogies and innovative pedagogies, the results show innovative pedagogies are more frequently applied by faculty,but there are slight differences between the different disciplines and different faculty groups;(3) The quantile regression results indicate the relationship between teaching and research is non-linear.Compared with regulatory pedagogies,innovative pedagogies can facilitate research productivity for outstanding researchers,however, the pedagogies have no influential effect on research among faculty with low or medium research productivity.