教学与科研内在属性差异及高校回归教学本位之可能

Differences in the Internal Attributes of Teaching and Scientific Research and the Possibility of Returning to the Teaching Standard in Colleges and Universities

重科研轻教学是国内外高校普遍存在且又长期以来始终未能得到有效解决的老大难问题,之所以如此,主要在于以往人们单纯从外部政策导向和评价机制寻原因找对策,而忽视了教学与科研二者之间内在属性的差异,这才是导致问题产生的根本因素。未知与己知、好奇与责任、精确与模糊构成了科研和教学二者间的内在属性差异,恰是这些差异,使科研先天地具有优势和优越性,教学处于弱势和劣势地位,由此,决定了高校教师在价值认知取向和行为选择方面更倾向于科研而非教学。高校要回归教学本位,除坚持传统有效的政策和办法外,必须重新认识和理解教学,并使教学获得与科研一致的属性。

Stressing research and ignoring teaching is a tough issue which commonly exists in universities at home and abroad and hard to find effective solutions for long term, the main reason for that is people simply find reasons and countermeasures from the external policy-oriented and evaluation mechanism in the past, while ignoring the differences in the internal attributes of teaching and scientific research. This article further argues that unknown and known, curiosity and responsibility, exact and fuzzy constitute the differences of internal attributes between scientific research and teaching. It is these differences that make research has congenital superiority, teaching is in the weak and the inferior position. And then, that determines the university teachers in the value of cognitive orientation and behavior choice are more inclined to scientific research rather than teaching. Colleges and universities should return to teaching standards, in addition to adhere to the traditional and effective policies and methods, we must recognition and understand teaching to make it access consistent attributes with research.