获得感研究现状及其对高校教师学术获得感指标体系构建的思考与启示

Research Status of the Sense of Gain and Its Reflection and Inspiration on the Construction of Academic Acquisition Index System Among University Teachers

目前关于高校教师学术获得感的研究虽有一定的进展,但大多数研究侧重于定性描述与个案分析,缺乏系统的量化分析和全面的评价指标体系,为此,重点聚焦高校教师在学术研究、教学实践和学术交流等方面的获得感,旨在深入研究高校教师学术获得感影响因素及其评价体系。探讨学术获得感的定义、发展历程及其理论基础,充分强调构建科学合理的高校教师学术获得感指标体系的重要性和紧迫性;综合国内外相关研究成果,采用包括专家咨询、头脑风暴、核心小组讨论、深度访谈等方式确定学术获得感的概念框架,提出一套高校教师学术获得感评价指标体系,共涵盖5个一级指标(学术环境、学术支持力度、科研管理水平、个人荣誉与成就感、教改与教学研究)和22个二级指标,以期为我国高等教育的政策制定和实践提供理论与实证支持。

At present,although there has been some progress in the research on teachers'sense of academic gain,but of the research focuses on qualitative description and case analysis,and lacks systematic quantitative analysis and comprehensive evaluation index system.This paper focuses on academic sense of gain of college teachers in terms of academic research,teaching practice,and academic exchange,aiming to deeply study the influencing factors and evaluation system of college teachers'academic sense of gain.Therefore,by exploring the definition,development process,and theoretical basis of academic sense of gain,this paper fully emphasizes the importance and urgency of constructing a scientific and reasonable academic sense of gain index system for college teachers.Based on the research results at home and abroad,it uses the method of expert consultation,brainstorming,focus group discussion,and indepth interviews to determine the conceptual framework of academic sense of gain,and proposes a set of evaluation indicators of college teachers'academic sense of gain.The system covers 5 first-level indicators(academic environment,academic support intensity,research management level,personal honor and sense of achievement,and educational reform and teaching research)and 22 second-level indicators,with the aim of providing theoretical and empirical support for the formulation and implementation of educational policies in China.