教学与科研如何联结——基于某“冲A”学科的案例分析

How to build teaching-research connections: a case study of ‘Discipline Aimed at A Grade’

教学与科研存在指标导向的联结、科研导向的联结、教学导向的联结和无形的联结四种类型,制度激励与环境支持是促进教学与科研联结的两种主要方式。教学科研联结受到个体、组织与学科文化三种因素的作用,结构性约束性与行动者能动性双重作用导致强联结与弱联结并存。为进一步促进教学与科研联结,在个体与课程层面,应构建师生学术共同体,形成教学、学习、研究与学术相互包容的共生关系;在组织与政策层面,构建科教融合的协同机制,形成政策与实践双向互动的合作关系;在文化层面,激励教师参与教学学术,形成重视教学学术的文化。

There are four types of connections among teaching-research connections, i.e., index-oriented connection, research-oriented connection, teaching-oriented connection and invisible connection. And the institutional incentive and environmental support are the two main means to promote the teaching-research connections. These connections are influenced by three factors: individual, organizational and academic culture. Structural constraints and actors’ agency lead to the coexistence of strong and weak connections. To further promote the connections between teaching and research, a teacher-student academic community should be built to form a symbiotic relationship in which teaching, learning, researching and scholarship are mutually inclusive at the individual and curricular levels;a collaborative mechanism of research and teaching integration should be built to form a cooperative relationship in which policy and practice are reciprocally interactive at the oganizational and political levels;and teachers should be motivated to engage in scholarship of teaching to develop a culture that values scholarship of teaching at the cultural level.