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董洪日 《山东教育学院学报》1996,(2)
1 科研与教学的关系从一般意义上讲,科研和教学相互联系、相互促进,是相辅相成的统一关系。科研是教学的基础,教学是科研的反映。要想搞好教学,应下功夫搞好科研,只有搞好科研,才能在此基础上搞好教学。实践也证明,科研搞得好的教师,其教学比较受学生欢迎,而教学水平 相似文献
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王拥军 《济南职业学院学报》2006,(6):F0003-F0003
近日,我院第一期青年教师科研培训班正式开班。石万鹏副院长主持开班式,王小平院长为科研培训班作了第一场讲座,为大家深入浅出地谈了教学、科研工作。他指出,把握最新的理论和国家的大政方针政策是搞好教学、科研工作的前提;教学、科研一体化,写好讲稿是搞好教学、科研的基础;正确的教学与科研方法是搞好教学、科研的关键。青年教师科研培训班的举办是我院重视培养青年教师、促进其快速成长、创建研究型师资队伍的一个重要方式,是快速提高青年教师教学、科研能力及科研水平,加强青年教师学术素养的一个重要途径。 相似文献
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涂和平 《南昌教育学院学报》2001,16(2):3-5
我院科研工作在促进教学、管理和培养人才方面具有重要作用.搞好我院科研工作要坚持理论联系实际,为促进教学和管理服务.要重视科研队伍建设,加大科研投入,营造良好的科研氛围. 相似文献
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张茂军 《阿坝师范高等专科学校学报》2006,23(Z2):59-60
我国的大学教育经历了三个时期,每个时期都离不开培养人才这一根本。搞好教学是培养人才的基础和保障。搞好教学必须做到熟练掌握教材,精心设计每一堂课,注重教学方法的改进和提高,还应把教学与科研有机结合起来。 相似文献
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屈宏香 《中国职业技术教育》2003,(33):10-13
教研室是教学和科研的基层组织,它在教学和科研中起着堡垒作用。教研室工作的好坏直接影响着教学质量和科研水平。因此,把教研室建设好是不可忽视的工作。要搞好教研室工作,必须对教研室工作进行研究。 相似文献
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大学英语教学与科研结合初探 总被引:1,自引:0,他引:1
大学外语教师教学任务繁重,责任重大,从事科研需要一定的技巧和时间,为高校外语教师一大难题。本文经过分析目前大学英语教学和科研的现状,阐述了搞好教学,促进科研,分享了名家的科研方法,得出结合的结论为:设计恰当的实施方法,使科研活动真正促进教学。 相似文献
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国内研究者主要从教学学术与教学质量、教师专业发展、教学学术运动、教学学术机制的互动关系,以及不同类型大学教学学术发展现状等五个专题领域,对大学教学学术展开研究,其研究成果对我国大学针对教学发展、教师发展、学生发展的新趋向,开展教学管理实践改革带来了有益启示。 相似文献
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The key purpose of this research was to investigate the mediating role of academics’ self-efficacy in teaching and research (termed ‘academic self-efficacy’) in the relationship between emotions in teaching and teaching styles. Two hundred and thirty-two academics from 13 higher educational institutions in Shanghai, mainland China, responded to three self-report inventories, each assessing academics’ emotions in teaching, efficacy in teaching and research, and teaching styles, respectively. Results showed that academics’ emotions in teaching statistically predicted teaching styles, both directly and indirectly – through academic self-efficacy. Findings have enriched the literature on emotions in teaching, that on teaching styles, and that on teacher/academic self-efficacy. Practical implications are proposed in relation to academics and university senior managers. 相似文献
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Exploring Academic Identities and Practices in a Competitive Enhancement Context: a UK-based case study 总被引:1,自引:0,他引:1
This article proposes that in a context where the roles assigned to academics are increasingly complex, where academic work is visibly managed and monitored with an emphasis on teaching quality and professionalised practices, better understandings of academic identities might emerge from a focus on the teaching dimension of the academic role. It seeks to capture this dimension through a theoretical framework that takes account of the context and realities in which academics operate.
It examines this complexity through a set of policy initiatives aimed at enhancing the teaching function in UK universities, and a brief report on a study of 18 UK academics focusing on the nature of academic labour. It argues that the teaching dimension of the academic role cannot be usefully studied from outside the context in which academics evolve and construct their apprehensions of teaching practice, and without paying attention to the degree of agency available to them in the context where they operate. It points to the negative impact of competing initiatives directed disjointedly at teaching and research. 相似文献
It examines this complexity through a set of policy initiatives aimed at enhancing the teaching function in UK universities, and a brief report on a study of 18 UK academics focusing on the nature of academic labour. It argues that the teaching dimension of the academic role cannot be usefully studied from outside the context in which academics evolve and construct their apprehensions of teaching practice, and without paying attention to the degree of agency available to them in the context where they operate. It points to the negative impact of competing initiatives directed disjointedly at teaching and research. 相似文献
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美国的实践经验与理论研究已然证实,教学学术是教学质量得以保证和提升的黄金法则。然而,教学学术在我国仍停滞于理论探讨而无法落实。学术建制是重要制约因素。不仅既有的学术建制环境不平衡,而且大学教学自身的学术建制也不完善。这不利于大学教学学术性的彰显。为此,我们亟待建立适应于教学学术的学术评价制度、大学评价制度,构建平衡的学术建制环境,建立完备的教学学术人才培育制度、大学教学评价制度、大学教学管理制度、大学教学学术共同体,构建完善的大学教学学术建制体系,为教学学术思想在大学教学实践的顺利落实提供建制保障。 相似文献
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Lynn McAlpine 《Teaching in Higher Education》2013,18(8):835-846
While building a strong research profile is usually seen as key for those seeking a traditional academic position, teaching is also understood as central to academic practice. Still, we know little of how post-Ph.D. researchers seeking academic posts locate teaching and supervision in their academic practice, nor how their views may shift as they are hired into such positions. Drawing on a framework of identity-trajectory narrative, this two-year study of seven Canadian post-Ph.D. scientists examines in-depth the shifting place of teaching within their academic practice. A positive view of the role of teaching in the post-Ph.D. position evolved to a more complex positioning as individuals became pre-tenure. The contributions of this study include a focus on early career scientists (much previous research examines social scientists); its rare longitudinal reach following individuals across roles; and its integration of teaching within other academic work. 相似文献
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赵建玲 《河北大学成人教育学院学报》2014,(3):116-119
近二十年来,"教学学术"运动正以一种崭新的视域引领高校教师重新认识教学、研究教学、完善教学,使高校教师的教学工作得到更加科学合理、更具创造性的认识,教学学术水平也逐渐成为衡量高校教师专业发展水平的一个重要指标。本文在厘清"教学学术"概念的基础上,发掘教学学术对高校教师专业发展的价值,提出更新"学术"理念、完善教师评价制度、重视学术共同体建设、注重教学研究与反思、创建学术交流与共享平台等促进高校教师专业发展的策略。 相似文献
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现代教学体制以教学评价为核心,不仅可对高校教师教育行为和教学语言作出严格规范,还可对提升学校质量、增进学校社会影响力有所助益。目前高校教学评价机制呈现出过度的量化、单一与行政化倾向,影响了教师的教学行为与教学发展。对教学评价逻辑重新审视,需立足理论视角和学术框架,对于推动评价机制变革具有独特价值。通过实践考察发现,基于教学学术评价的观念偏离、能力不足、制度缺位和执行困难等问题,研究高校学术发展进度,为进一步明确当前高校教学学术评价机制,强化对高校教学的指导和影响,需建立健全科学化学术评价制度、营造良好的高校学术发展环境、增强教学学术能力等。 相似文献