摘要
任何学术研究都有其局限与边界,教学学术研究也不例外。探讨明晰其边界和局限是教学学术研究在理论和实践领域进一步发展的必要条件。实践教学学术研究的主体,不能泛化为高校的全部教师,回到教学学术研究的起点——"博耶报告",可以发现博耶巧妙地把研究主体局限于"教授"这一特殊群体;教学学术的研究对象只能是对教学过程中"教与学"所产生的问题。这里"教与学"是作为一个不可分割的整体概念;教学学术研究,并不能平衡高校内部教学与科研的矛盾与冲突,但是实践教学学术可以从根本上缓慢而持续的促进教学质量的提升。
Any academic research has its limitations and boundaries,the scholarship of teaching and learning is no exception.Discussion clarify its boundaries and limitations are necessary conditions for SOTL research in the field of theoretical practice further development.The subject of SOTL research is not all teachers generalization of universities,came back to the beginning of SOT ＂Boyer＇s Scholarship Reconsidered can be found in the research subject Boyer cleverly limited to this special group of＂Professoriate＂;the object of SOTL research will only for the problem about＂teaching and learning＂in the classroom.There,＂teaching and learning＂maybe as an indivisible whole concept;the research of STOL will not resolve the problem of conflicts teaching and research in universities,but it can slow practice teaching fundamental academic and continuing to promote the improvement of teaching quality.
出处
《教育科学》
CSSCI
北大核心
2016年第1期33-38,共6页
Education Science
基金
2014年度广东省高等教育教学改革项目"地方师范院校青年教师开展教学学术研究的改革与实践"(项目编号:GDJG20142392)阶段性成果
关键词
教学学术
边界
局限
scholarship of teaching and learning
boundaries
limitations
