摘要
"教学学问"并不是一个严格的概念,更近乎一种出于特定情境纠偏需要的行动主张与策略。对于各有学科归属的大学教师而言,教学即使成为学问,其基础还在于其学科的理论逻辑与话语体系,它与发现、应用、综合的学问难以剥离,是带有实践而非理论取向的学问,也是一种把其他学问纳入实践中应用的学问。尊重教学实践过程中教师探索的自主性、反思性与智慧性而不刻意于学理化,不仅是一种现实与理性的选择,而且也是呵护高校教师教与学过程中想象力与创造力的必要之举。
Scholarship of Teaching and Learning(SOTL) is not a strict concept, it is almost a kind of action advocacy and strategy to rectify the deviation which exists under a specific situation. For any faculty who belong to a specific academic area, the foundation of SOTL lies in the theoretical logic of a certain discipline and its discourse system. SOTL is not an independent entity which is separated from the scholarship of discovery, integration, and application. It emphasizes the pragmatic rather than theoretical orientation, and also concerns the application of other scholarships during the process of instruction.Therefore, to respect the faculty's autonomic,reflective, and intellectual exploration in the course of teaching practice,is not only a realistic and rational choice, but also a necessary initiative to protect faculty's imagination and creativity.
出处
《北京大学教育评论》
CSSCI
北大核心
2017年第4期155-166,共12页
Peking University Education Review
基金
国家自然科学基金项目(71373083)
