摘要
高等教育研究者往往也是教育教学或管理领域的实践者,他们负有将自身的研究成果(知)转化为相应的教育教学或管理实践(行)从而使知行统一起来的责任。知行统一既是必要的,也是可能的。就高等教育研究队伍中的大学教师而言,其必要性在于教师的角色要求、根除教育研究成果与实践不一致的弊病、推动教育实践发展以及研究成果发挥作用、检验、完善、丰富与发展之需要;而研究成果的可转化性、高等教育研究者与实践者的双重角色则为知行统一提供了可能。但实践转化的意识缺失、教育责任感不足、研究质量的制约、自主权缺乏以及评价制度的消极导向等原因制约了高等教育研究者的知行统一。为此,大学教师应树立既要求"知"也要求"行"的观念、强化教育责任感、提升研究质量;同时,大学应保障教师的教学自主权、改革重科研而轻教学的评价制度。
Higher education researchers are often practitioners of education or management. They should un- dertake the responsibility of changing their own research results（knowledge） into their corresponding practice （action） of education or management, thereby materializing the unification of knowledge and action. Actually, the unification is not only necessary but also possible. For those teacher-researchers, the necessity of the unification is required by their position as teachers and it also lies in the fact that they should avoid separation of their educational research results from their practice, promote the development of educational practice with their theoretical research, and test, improve and enrich their achievements. At the same time, the transform- ability of research achievements and the dual role of researchers and practitioners make the unification possible. But the unification is restricted by lack of consciousness of transformation, inadequacy in sense of educa- tional responsibility, constraints of research quality, deficiency of their autonomy, and negative orientation of the evaluation system. Therefore, teachers should try to foster the concept that they are required to commit to both learning and doing, enhance their sense of educational responsibility, and improve the quality of their research. And authorities of the school should protect teachers＇ autonomy in teaching and reform the current evaluation system which favors research over teaching.
出处
《高校教育管理》
CSSCI
2012年第6期10-15,共6页
Journal of Higher Education Management
关键词
高等教育研究
大学教师
知行统一
责任
higher education research
college teacher
unification of knowledge and action
responsibility
