Teaching to enhance research

In this paper, I present a conceptual argument for ‘teaching-led research’ in which university lecturers construct courses that directly and positively influence their research, while at the same time, safeguard and enhance the student experience. A research-pedagogy for higher education considers the link between teaching and research, but rather than the more usual conception of research-led teaching, in which teaching is enhanced by research, it becomes teaching-led research in which research is enhanced by teaching. I argue that this idea is foundational to the modern research university, but also difficult to realize unless teaching and learning are designed for these ends. A potential model is teaching undergraduates as researchers with students learning by doing research and I present a case study from a science degree programme. I conclude by anticipating the likely cultural and political barriers to teaching-led research and suggest how tensions can be managed.     

教学艺术研究批判

教育艺术研究目前似乎陷入困境,难以突破,而造成困境的原因应在研究自身。从对教育艺术的意义和教学艺术论定位问题的反思与批判过程中可以看出,教育艺术是指教学的艺术的境界、符合艺术活动标准的教学;教学艺术论不是已有教学论的补充或一门独立的学科,而是一种独特的教学论流派。     

论教学论研究的三个取向

当今 ,教学论受到来自各方面的指责 ,这在一定程度上反映教学论研究还存在一些迷失与错位。迷途要知返。教学论研究未来可选择之路 ,应当是走向“中层理论研究”、走向“本体研究”、走向教学生活     

中小学教师集体教研:“空心化”现象与“实心化”回归

中小学教师集体教学研究是富有中国特色的重要制度。当前,历史上曾经发挥过重要作用的集体教研产生了偏离教师专业发展、损害教学实践改进的“空心化”现象,具体表现为教师参与教研目的的功利化、教研活动过程的形式化、教研主体投入的简约化、教研活动内容的事务化、教研成果运用的抽象化。“空心化”现象的形成与集体教学研究制度化的两面性效应,教学活动的复杂性、不确定性与挑战性的提高,教研主体多重角色的内在冲突及教师队伍的代际差异,教研活动中内在的“研究”成分稀薄等因素密切相关。对此,深入理解集体教研运作机理、增厚集体教研的“研究”成分、调整教研相关制度为教师集体教研的“实心化”提供了可能路径。     

Teaching and research: new relationships and their implications for inquiry-based teaching and learning in higher education

In order to bring teaching and research together, a fuller understanding of how academics conceptualise research and scholarship is needed. The paper discusses different ways in which research and scholarship are conceptualised and then provides two alternative models of the relationship between teaching and research based on different conceptions of teaching and different ideas about the nature of knowledge. The paper suggests that if the relationship between teaching and research is to be enhanced it is necessary to move towards a model based on the notion of academic communities of practice. The implications for higher education of doing this are then examined. It is argued that there is a need to reconceptualise the role of higher education and to renegotiate relationships between teachers and students.     

基于设计的研究在小学科学教学中的应用

基于设计的研究是一种在真实的自然情境下,综合运用多种研究方法进行教学干预、迭代循环的形成性研究过程。采用这一研究范式对小学科学教学过程进行研究,构建了一个小学生自主探究的游戏化教学系统,并将其应用于具体的教学实践。通过对系统应用效果的分析、评价和总结,认为利用设计研究的方法,将多媒体技术和科学教学整合,极大地提高了小学生的科学探究能力和学习效果。     

生物医学信号处理课程研究性教学的探索与实践

研究性教学是近年来高等教学改革的方向,在学界中已经基本达成共识。本文就如何在生物医学信号处理课程中开展研究性教学进行了总结。教学实践表明,在教材、教学方法与手段、习题题型设计以及教学评价机制等教学环节上结合多种教学措施,是在该课程中实施研究性教学的有效途径,可以提高课程教学效果,培养学生主动探究的能力。     

Introducing ‘SandRA’: Visual Representation of the Research–Teaching Nexus as a Tool in the Dissemination of a New Research Strategy

The ‘research–teaching nexus’ has been the subject of much recent debate, yet little attention has been paid to institutional initiatives to promote and encourage the integration of teaching and research. This article presents a novel diagrammatical representation of the relationship between research and teaching which was developed to aid the dissemination of a new research strategy in a small, teaching‐led higher education institution. It provides a reflective account of the use of the diagram and responses to it, both within and beyond the institution. It is proposed that the ‘vagueness’ inherent in visual representation can aid reflection on the multiple ways in which teaching and research may connect, encouraging individuals to construct their own understanding of the nexus. Equally important, though, is that the institutional definition of research is relevant to the nature of that institution, and sufficiently flexible to allow for variation within it.     

Teaching and Research: New relationships and their implications for inquiry-based teaching and learning in higher education

In order to bring teaching and research together, a fuller understanding of how academics conceptualise research and scholarship is needed. The paper discusses different ways in which research and scholarship are conceptualised and then provides two alternative models of the relationship between teaching and research based on different conceptions of teaching and different ideas about the nature of knowledge. The paper suggests that if the relationship between teaching and research is to be enhanced it is necessary to move towards a model based on the notion of academic communities of practice. The implications for higher education of doing this are then examined. It is argued that there is a need to reconceptualise the role of higher education and to renegotiate relationships between teachers and students.     

“教研员专业”辨析

我国各级教育行政机构所属教研室拥有教研员总数多达十余万人之众,但迄今尚未形成教研员专业,而基础教育学校中各主要学科,因以未成年学生为教育对象,以致在教—学活动中多有无法回避的难题,又缺乏切切实实的研究和必要的指导,故以教学法为研究的课题。其中既以我国特殊的教育行政体制说明设置教研员的必要和缺乏教研员专业的缘由,又论定我国教育行政体系更有理由与条件带动有志于教学法研究的教师开展教学法研究,并对开展接教—学活动地气的研究提出初步建议。     

Content teaching: innovative and traditional practices

Innovative teaching is sometimes perceived as opposite of traditional teaching, since it is regarded as student-centred and takes on the form of guided construction. This distinguishing feature led to an expectation that traditional teaching practices will be replaced with innovative ones for the purpose of fostering learning. The goal of the present research is to examine this issue by taking a closer look at teaching practices within an innovative learning environment, and their implications for teachers and teacher educators. Our qualitative research was conducted in a secondary school which has implemented such a learning environment. The data analysis is based on sociolinguistic discourse analysis. The findings reveal a variety of teaching practices, which allows teachers to choose the most suitable one for a particular learning requirement. We conclude in proposing to adopt a more complex approach to teaching, and to relinquish the dichotomy between traditional and innovative teaching practices. Theoretical and practical implications of this proposal are presented in the discussion.     

Developing the Scholarship of Teaching in Higher Education: A discipline-based approach

There is an international debate about the development of the scholarship of teaching. It is argued here that the scholarship of teaching needs to be developed within the context of the culture of the disciplines in which it is applied. The scholarship of teaching involves engagement with research into teaching and learning, critical reflection of practice, and communication and dissemination about the practice of one's subject. This provides a challenging agenda for the development of subject-based teaching. Implementing this agenda includes applying the principles of good practice in the disciplines; developing the status of teaching; developing the complementary nature of teaching and research; and undertaking discipline-based pedagogic research. The paper is illustrated with particular reference to the discipline of geography.     

先学后教当堂训练——洋思中学教学模式析

教学理论指导教学实践建构与之相适应的教学模式是教育研究的科学方向之一。介绍先进的教学模式是为多样化的现代教育提供可资借鉴的样式,是为学校教育做科学化的实践性诠释。“先学后教,当堂训练”是江苏省洋思中学在语文教学中的新教学模式,值得借鉴。可借此模式的建构阐释语文课堂教学的新转变。     

博元教学法在教学中的应用研究——以《电子商务概论》为例

博元教学法是在传统教学方法基础上,通过整合和创新产生的一种新型的教学方法。以《电子商务概论》课程为研究对象,结合博元教学法的特点,全面阐述了博元教学法在教学中的实施技术和方法,博元教学法的应用结果表明,该方法在教学实践中可以有效地激发学生学习兴趣,取得良好的教学成效。     

Education and the Research Community: A UK Contribution

In a university, leaching and research proceed together. The regular teaching staff are usually assisted by researchers on short-term appointments. Although the individuals in this group are of many different kinds, they form what might be termed the research community. It is suggested that the place of this community in engineering education and its particular concerns deserve closer study. This paper is limited to matters that arose from the implementation of a national scheme to provide better career management for research staff. It includes opportunities to become more effective contributors to the teaching curriculum. The measures required for this are straightforward, but in framing them it seemed to be necessary to compose a charter for research, setting out the rights and obligations that might be appropriate for the research community. As nothing substantial could be found on which to base it, this might be novel. The initial draft is presented here for wider consideration, particularly of its explicit recognition of a role for researchers in the wider educational functions of a university.     

教学论研究中的本体论思维及其批判

教学论研究中的本体论思维主要表现在:研究目标方面,相信教学有"本质"、"规律"等关于教学的"普适性"的存在,期望能从抽象的概念、逻辑的推演中获得关于教学的真理性的认识,忽视教学中那些现实的、具体的、偶然的事件和现象;研究范式方面,习惯于采用思辨的研究方法,以建立普适性的、能解释一切教学场域中发生的教学现象的宏大体系为旨归。本体论思维下的教学论研究陷入了教学理论发展僵滞和教学实践得不到有效的引领和指导的困境。实践思维是教学论研究应该关注的思维形式。     

“组合数学”教学模式的改革探究

组合数学是高等院校数学及计算机学科的一门重要专业课程,它涉及的内容多,所需的技巧及方法复杂,因而学生不易掌握。结合多年的科研及教学实践,提出一些适合于组合数学的教学方法,使学生能领略组合数学的魅力,激发学生学习组合数学的热情。     

Imperatives and challenges in integrating teaching and research

This paper explores why it is important for universities to integrate research and teaching at the present time and considers how it can be achieved. Political, institutional and disciplinary factors affect the relationship, whether the aim is to integrate teaching with research or to integrate research with teaching. So the article explores factors that facilitate and factors that discourage integration. By way of providing an example of implementation, imperatives and challenges in developing this relationship at a large research‐intensive Australian university are outlined. Finally, the paper draws some general implications from this discussion to suggest where moves by disciplinary communities to integrate research and teaching might be heading.     

技术、工具，抑或存在方式——网络之教学意蕴的认识论省思

网络的教学意蕴并不限于一种新教育技术手段的研究,还需要基于认识论的省思.作为一种新的认识论的网络不仅行使着教学技术的革命,还行使着整个教学的革命:解构传统的教学理念,建构一种新的教学观念体系.将网络的教学作用放置在复杂性的视界之中,思索网络的教学意蕴,可能有益于对这一问题的深入探悉.     

The criteria of effective teaching in a changing higher education context

The criteria of effective teaching in higher education are understood to comprise particular skills and practices applied within particular contexts. Drawing on the literature and using Australia’s understanding of effective teaching, this paper examines the notion of effective teaching. The paper specifically compares dimensions derived from robust research and psychometric processes with the Australian Learning and Teaching Council’s criteria for effective teaching and observes the criteria of effective teaching in higher education to have evolved. While the paper suggests some areas in which future considerations of the notion of effective teaching might usefully focus, it also argues that context is critical and that it is subject to continuous and multiple changes imposed by forces from within and outside universities. The paper maintains that our collective understanding of competent, professional and effective teaching must continually evolve in order that it accurately reflects and continually responds to the contexts in which learning and teaching is undertaken. The paper also calls for an ongoing agenda that continuously investigates and articulates the meaning of effective teaching in a changed, and changing, context.