走出“教学科研化”陷阱——兼论“教学学术”的本义与异化

Deviating from Paradox of “Performance-based Teaching Academic”:Identification and Alienation of “Scholarship of Teaching”

"教学学术"理念的提出,确证了教学作为一种研究性实践的学术本质和意蕴,也间接提出了对教学进行学术研究的合理性议题,为弥合大学教学与科研的对峙和冲突提供了另一种可能性。但是,确认大学教学的"学术属性",并不意味着把大学教学视同于学术事务。简单借用、套用科研管理和激励的方案来管理和评估教学,容易导致教学本质异化和"教学学术"原初理念偏离的双重困局。"教学科研化"的解构,既需要重塑大学的教学文化和教师的责任伦理,也需要作为行动者的大学教师在日常化的教学实践中谨守"教学学术"的边界,让大学教学回归德性实践的本质,真正成为一种传播知识的"教的学术"。

The scholarship of teaching has developed into a concept of considerable popularity in higher education.It is in the development of an engaged pedagogy and collaborative teaching practice.The rise of the concept do rebalance the mission of larger academic institutions that have traditionally emphasized research over teaching and service.Although the scholarship of teaching mirrors the promotion and tenure decisions,the reward structure still cannot produce good teaching may be expected.A paradox of promoting the scholarship of teaching has formed for simply applying performance-based research to evaluate teaching.The"The Alienation of teaching academic"is deviated from"the scholarship of teaching"and teaching academies has been misdirected.The deconstruction of"Performance-based Teaching Academic"should not only reshaping the University’s teaching culture but also emphasis on the faculty’s responsibility ethics.The"teaching scholarship"would be reached by the faculties adhering to the boundaries of"scholarship of teaching"in their teaching practice.