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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2024年05期

页码:

39-45

栏目:

教育改革与发展

出版日期:

2024-10-20

文章信息/Info

Title:

Disciplinarisation and Hierarchisation: Why Is the Scholarship of Teaching in Higher Education in Trouble?

作者:

刘振天

厦门大学 高等教育发展研究中心

Author(s):

LIU Zhen-tian

Center for Higher Education Development Research, Xiamen University

关键词:

高校; 教学学术; 学科化; 等级化

Keywords:

universities;  the scholarship of teaching;  disciplinarisation;  hierarchisation

分类号:

G642

文献标志码:

A

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。

Abstract:

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.

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更新日期/Last Update: 2024-10-20