摘要
近些年,研究性教学的效果不断得到提升,但是在理论上仍受到颇多质疑,这是源于对研究性教学内涵和大学本质与教学过程的误解。教学与研究相融合是研究性教学的本质特征,研究是研究性教学的灵魂,教学是研究的本源,二者相辅相成,不宜将二者割裂分析。在实践中采取"寓研于教"的方法,打破对知识确定性的迷思,坚持知识和能力为导向,才能实现研究性教学改革从形式走向实质,实现学生的自我建构和自觉成长。
In recent years,the effect of research-based teaching has been continuously improved and recognized,but it is still questioned in practice,which is due to the misunderstanding of the connotation of research-based teaching and the nature and process of universities.Research-based teaching is the integration of teaching and research,which is unfavorable to be split.The research-based teaching is not the“research for teaching”,rather than the“education with research,”and its study is the soul of research-based teaching.Teaching is the origin of research,both of which are complementary,from the form to the substance.The research-oriented teaching reform needs to break the myth of certainty of knowledge,take knowledge and ability as the guidance,to realize the students’self-construction and conscious growth.
作者
王超
WANG Chao(Higher Education Research Institute,Beijing University of Technology,Beijing 100124,China)
出处
《贵州师范大学学报（社会科学版）》
CSSCI
2022年第2期61-71,共11页
Journal of Guizhou Normal University(Social Sciences)
基金
北京市教委社科计划重点项目“一流学科”高校国际化建设路径的比较研究(19JYB019)
教育部首批新文科研究与改革实践项目:“高校新文科运行机制的改革与发展研究”(202102003)的阶段性成果。
关键词
教学
研究性教学
知识
确定性知识
研究
teaching
research-based teaching
knowledge
certainty of knowledge
research
作者简介
王超(1978-),女,辽宁铁岭人,高等教育学博士,北京工业大学高等教育研究院、首都工程教育发展研究基地研究员,硕士生导师,研究方向:教育理论、比较教育研究。
