摘要
20世纪80年代以来,世界高等教育大众化步伐加快发展,提高教育质量成为各国关注的重点。美国卡内基教学促进委员会率先发起了“教学学术”运动,随后得到美国有关高校、政府以及非政府组织的响应,且逐渐漫延到欧美其他国家。21世纪以来,我国高教界积极倡导和推进教学学术,但并不顺利,效果也不尽如人意。出现问题的原因,既有政策不到位、资源配置不均等外显因素,更有观念上对教学学术学科化和等级化理解等深层因素。
Since the 1980s,the pace of massification of higher education in the world has accelerated its development,with a heightened focus on improving educational quality across countries.The Carnegie Council for the Advancement of Teaching in the United States took the lead in launching the“Scholarship of Teaching and Learning”movement,which was subsequently responded to by relevant universities,governments and NGOs in the United States,eventually extending to other European and American countries.In the 21st century,China's higher education sector has actively advocated and promoted the scholarship of teaching,yet the process has not been smooth,and the outcomes have been less than satisfactory.The problems stem from both exogenous factors such as inadequate policies and uneven allocation of resources,and deeper-level factors such as conceptual understanding of the academic disciplining and hierarchising of teaching.
作者
刘振天
LIU Zhen-tian(Center for Higher Education Development Research,Xiamen University,Xiamen,Fujian,361005)
出处
《清华大学教育研究》
CSSCI
北大核心
2024年第5期39-45,77,共8页
Tsinghua Journal of Education
关键词
高校
教学学术
学科化
等级化
universities
the scholarship of teaching
disciplinarisation
hierarchisation
作者简介
刘振天,厦门大学高等教育发展研究中心主任,教授,研究方向为高等教育原理、课程与教学论、教育评价与质量保障.
