摘要
大学教师的知识重混既有利于促进学术职业发展,也与新时期人才培养的重混需求相契合。本文构建了三重知识重混理论框架,采集了中国、美国、英国、加拿大、澳大利亚、新西兰、新加坡7国33.7万名大学教师简历,首次对大学教师学科重混、院校重混、国别重混进行实证测量,并构建知识重混综合指数。研究发现,全球大学教师在过去40年知识重混的趋势不断强化;大学教师知识重混在不同学科、学历阶段、职业阶段及国别、院校等方面存在差异,并表现出“学科簇”等具体重混特征;排名靠前大学的教师知识重混水平更高;中国大学教师的知识重混水平与其他6国存在显著差距。现阶段中国大学教师在学缘结构、国际化等方面需改进,且应尽快构建面向重混的大学教师评价新体系。
Knowledge remixing among university faculty supports academic career advancement and meets the evolving demands of talent cultivation in the modern era. This study introduces a triple knowledge remixing framework and analyses the resumes of 337000 university faculty members from China, the US, the UK, Canada, Australia, New Zealand, and Singapore. It quantifies subject, institution, and country remixing, creating a comprehensive remixing index. Results reveal a strengthening trend in global university faculty remixing over 40 years. Differences exist across subjects, educational and career stages, countries, and institutions. Faculty from top-ranked universities show higher remixing levels. Chinese university faculty lag behind counterparts from other countries in remixing. Improvements in academic backgrounds and internationalisation are necessary, urging the prompt establishment of a new, remix-oriented faculty evaluation system.
作者
林松月
刘进
祁瑞敏
LIN Songyue;LIU Jin;QI Ruimin(Faculty of Education,The Chinese University of Hong Kong,Hong Kong,999077,China;School of Education,Beijing Institute of Technology,Beijing,100081,China)
出处
《教师教育研究》
CSSCI
北大核心
2024年第3期33-40,77,共9页
Teacher Education Research
基金
国家社科基金(教育学)一般项目(BIA190204)。
关键词
大学教师
知识重混
学术职业
简历分析法
university faculties
knowledge remixing
academic career
resume analysis method
