“双一流”建设与以研究为特征的大学教学
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摘要
在我国的"双一流"建设中,应把研究作为大学教学的最佳形式。研究与大学教学在本质上都是发现和创造,学生参与研究的过程也就是他们接受教育的过程。与其它教学形式相比,"研究"作为教学的最佳形式之意义在21世纪日益凸显,它能给学生、教师、学科和学校等带来更多的益处。要使"研究"成为教学的最佳形式,大学不仅要鼓励教师进行研究,更要鼓励学生参与研究,在研究中学习,突出大学教学的发现、探索和创造的品质。
To construct "double world-class" universities,research should be recognized as the best teaching mode.Essentially,research and teaching at universities are finding and creating,and the process of research is the process of education.In the 21 st century,the significance of research as the best teaching mode has been highlighted.Compared with other teaching modes,research brings more advantages for students,teachers,disciplines and universities.In order to make research become the best form of teaching,teachers should be encouraged to do research and simultaneously to integrate research into teaching.What's more,students should be encouraged to do research and study through research.In this way,universities will turn into great places for discovery,exploration and creation.
To construct "double world-class" universities,research should be recognized as the best teaching mode.Essentially,research and teaching at universities are finding and creating,and the process of research is the process of education.In the 21 st century,the significance of research as the best teaching mode has been highlighted.Compared with other teaching modes,research brings more advantages for students,teachers,disciplines and universities.In order to make research become the best form of teaching,teachers should be encouraged to do research and simultaneously to integrate research into teaching.What's more,students should be encouraged to do research and study through research.In this way,universities will turn into great places for discovery,exploration and creation.
引文
[1]The Boyer Commission on Educating Undergraduates in the Research University.REINVENTING UNDERGRADUATE EDUCATION:A Blueprint for America’s Research Universities[EB/OL].[2014-08-01].http://www.sunysb.edu/press/021006-Boyer.[2][美]查尔斯·维特斯.一流大学卓越校长:麻省理工学院与研究型大学的作用[M].蓝劲松,译.北京:北京大学出版社,2008:29.
[3]陈洪捷,施晓光.国外高等教育学基本文献讲读[M].北京:北京大学出版社,2014:132-224.
[4]Commission of the European Communities,StrataEtan Expert Group(E.Bourgeois,Rapporteur).Developing Foresight for the Development of Higher Education/Research Relations in the Perspective of the European Research Area(ERA)(Brussels,European Commission,Directorate General for Research),2002:40.
[5]Scott,P.A Lot to Learn:We Are all Researchers Now.And We Can No Longer Separate Research from Teaching.[EB/OL].[2014-09-10].http://www.theguardian.com/education/2002/jan/08/highereducation.uk1.
[6]SIMONS M,ELEN J.The‘Research-Teaching Nexus’and‘Education through Research’:an Exploration of Ambivalences[J].Studies in Higher Education,2007(5):617-631.
[7]BREW A.Research and Teaching:Beyond the Divide[M].Palgrave Mac Millan,2006.
[8]王一兵.MOOCs的灵魂、启示与对策[J].高等教育研究,2014(1):57-60.
[9][英]约翰·丹尼尔,等.让MOOCs更有意义:在谎言、悖论和可能性的迷宫中沉思[J].现代远程教育研究,2013(3):3-12.
[10]李明华.MOOCs革命:独立课程市场形成和高等教育世界市场新格局[J].开放教育研究,2013(3):11-29.
[11][美]欧内斯特·L·博耶.关于美国教育改革的演讲[M].涂艳,等译.北京:教育科学出版社,2002:65-77.
[12][美]德里克·博克.回归大学之道[M].侯定凯,译.上海:华东师范大学出版社,2008:20.
[13]NYQUIST J D,etc.On the Road to Becoming a Professor:The Graduate Student Experience[J].Change,1999(3):18-27.
[14]GRIFFITHS R.Knowledge Production and the Research‐Teaching Nexus:the Case of the Built Environment Disciplines[J].Studies in Higher Education,2004(6).
[15][美]乔纳森·R.科尔.大学之道[M].冯国平,等译.北京:人民文学出版社,2014:16.
[16]曲铭峰,龚放.研究型大学“教育家校长”的专业素养[J].高等教育研究,2014(8):37-45.
[17]TRIGWELL K,PROSSER M.Improving the Quality of Student Learning:the Influence of Learning Context and Student Approaches to Learning on Learning Outcomes[J].Higher Education,1991(3):251-266.
[18]OSBORN J M,KARUKSTIS K K.2009.The Benefits of Undergraduate Research,Scholarship,and Creative Activity.In:M.Boyd and J.Wesemann(Eds.),Pages 41-53,Broadening Participation in Undergraduate Research:Fostering Excellence and Enhancing the Impact.Council on Undergraduate Research,Washington,DC.
[3]陈洪捷,施晓光.国外高等教育学基本文献讲读[M].北京:北京大学出版社,2014:132-224.
[4]Commission of the European Communities,StrataEtan Expert Group(E.Bourgeois,Rapporteur).Developing Foresight for the Development of Higher Education/Research Relations in the Perspective of the European Research Area(ERA)(Brussels,European Commission,Directorate General for Research),2002:40.
[5]Scott,P.A Lot to Learn:We Are all Researchers Now.And We Can No Longer Separate Research from Teaching.[EB/OL].[2014-09-10].http://www.theguardian.com/education/2002/jan/08/highereducation.uk1.
[6]SIMONS M,ELEN J.The‘Research-Teaching Nexus’and‘Education through Research’:an Exploration of Ambivalences[J].Studies in Higher Education,2007(5):617-631.
[7]BREW A.Research and Teaching:Beyond the Divide[M].Palgrave Mac Millan,2006.
[8]王一兵.MOOCs的灵魂、启示与对策[J].高等教育研究,2014(1):57-60.
[9][英]约翰·丹尼尔,等.让MOOCs更有意义:在谎言、悖论和可能性的迷宫中沉思[J].现代远程教育研究,2013(3):3-12.
[10]李明华.MOOCs革命:独立课程市场形成和高等教育世界市场新格局[J].开放教育研究,2013(3):11-29.
[11][美]欧内斯特·L·博耶.关于美国教育改革的演讲[M].涂艳,等译.北京:教育科学出版社,2002:65-77.
[12][美]德里克·博克.回归大学之道[M].侯定凯,译.上海:华东师范大学出版社,2008:20.
[13]NYQUIST J D,etc.On the Road to Becoming a Professor:The Graduate Student Experience[J].Change,1999(3):18-27.
[14]GRIFFITHS R.Knowledge Production and the Research‐Teaching Nexus:the Case of the Built Environment Disciplines[J].Studies in Higher Education,2004(6).
[15][美]乔纳森·R.科尔.大学之道[M].冯国平,等译.北京:人民文学出版社,2014:16.
[16]曲铭峰,龚放.研究型大学“教育家校长”的专业素养[J].高等教育研究,2014(8):37-45.
[17]TRIGWELL K,PROSSER M.Improving the Quality of Student Learning:the Influence of Learning Context and Student Approaches to Learning on Learning Outcomes[J].Higher Education,1991(3):251-266.
[18]OSBORN J M,KARUKSTIS K K.2009.The Benefits of Undergraduate Research,Scholarship,and Creative Activity.In:M.Boyd and J.Wesemann(Eds.),Pages 41-53,Broadening Participation in Undergraduate Research:Fostering Excellence and Enhancing the Impact.Council on Undergraduate Research,Washington,DC.