大学教学学术研究:缘起、进展及趋势

The Origin%2C Evolvement and Tendency of Scholarship of Teaching and Learning

20 世纪90 年代，卡内基教学促进基金会主席博耶针对美国研究型大学中存在的不重视本科阶段教育、“重科研、轻教学冶的学术体制以及“不发表、就解聘冶的教师评价与奖励机制的不合理之处，首次提出了教学学术的概念，其目的在于协调大学教学与科研之间的关系，提升大学教学的地位，提高高等教育教学质量。经过二十多年的发展，大学教学学术已经发展为一项国际性运动，理论研究逐渐丰富，尤其是对教学何谓学术、教学学术的评价标准及其制度化建设方面的研究取得了一定的成果，对推进大学教学的变革，以及高等教育质量的提升起到了积极作用。然而，教学学术依然存在着诸多的理论争议和实践障碍，表现为理论的合理性研究亟待深入、制度化推进不足、学科适用性欠缺等方面。为进一步完善大学教学学术理论，国内外研究者已经着手就教学学术的合理性、实现路径的针对性和可行性、以及具体学科的运用展开研究，这也将成为未来研究的趋势。

In 1990， Ernest L. Boyer， the chairman of the Carnegie foundation for advancement of teaching proposedthe concept of “scholarship of teaching and learning冶. This concept aims to address the several major problems in A鄄merican research universities， which heavily focus on the work of scientific research， pay little attention to undergradu鄄ate education， and evaluate faculty performance by the “ publish or perish冶standard. This new scholarship conceptaims to coordinate the relationship between teaching and research in universities， enhance the status of universityteaching， and improve teaching quality in higher education. After twenty years of development， university scholarshipof teaching and learning has been developed as an international academic exercise， gradually becoming richer in theo鄄retical research. In particular， there has been achievements in research about “ what is academic teaching， teachingacademic institutionalization of evaluation criteria 冶， and in advancing university teaching reform and improving thequality of higher education. However， there are still a lot of theoretical controversy and practical obstacles， such as in-depth studies of the theory， lack of institutionalization and discipline applicability. To further improve the theory ofscholarship of teaching and learning，Chinese and overseas researchers have launched researches on the rationality ofscholarship of teaching and learning， relevance and feasibility of the path， and the use of study specific subjects，which will be the trend for future research.