Font Size: a A A

The Scholarship Of University Teaching And Its Safeguard System

Posted on:2012-02-22Degree:DoctorType:Dissertation
Country:ChinaCandidate:Y SongFull Text:PDF
GTID:1117330335455176Subject:Higher Education
Abstract/Summary:PDF Full Text Request
Quality is the eternal theme of the higher education development, in which the quality of teaching is the key. Now, the quality of our university teaching is not satisfactory. For various reasons, there are many problems exist in our university teaching, such as the teaching is not taken seriously, students'low satisfaction about university teaching. These have resulted a general decline in the quality of our higher education, and will make against its healthy and sustainable development. There are many reasons, but the basic one lies in the traditional Scholarly View(teaching is not a scholarship). In universities who take the scholarship as their center, in the eyes of faculties who take the scholarship as their profession, university teaching have lost its due dignity and status. This is the key of the problem. And let the university teaching to become a scholarship should be the key. The Scholarship of Teaching which is proposed by Ernest Boyer who is the former primary of the Carnegie Foundation for the Advancement of Teaching provide us with the export in concept. At the same time, the Scholarship of Teaching is appropriate to our higher education reality. So, the introduce of the Scholarship of Teaching is not only necessary but also possible, it will have very important meaning and value for the quality of our higher education. However, only do appeal is not enough, the more important thing is to implement it. This is not required by the practice attribute of the Scholarship of Teaching, but is more of the required of the university teaching practice itself. In addition, the discussions about how to implement the Scholarship of Teaching is also inadequate in past theories. Therefore, "How to implement the Scholarship of Teaching in our higher education" then become an subject which is unresolved but is urgent to solve, and thus it will be the focus of my study.Is the university teaching is an a scholarship? Theoretically, university teaching has the basic characteristics of the scholarship(complexity, professional, research, innovative, communicative and freedom of autonomy), therefore, university teaching is a scholarship. More specifically, university teaching should be a scholarship, scholarship is the inherent nature of the university teaching, the Scholarship of Teaching has the scientific rationality. Practically, whether university teaching is existed in a state of scholarship, the main basis is the extent of the highlight about the scholarly component in university teaching practices, about the way of highlight, there are knowledge, research, communication, self-autonomy. Due to the impact of a particular view of scholarship, there will be different degree of the highlight about the scholarly component in university teaching, leading the inconsistencies between the ideal and the real, in other words, there will be a gap between the actual existence and the real identity.The Scholarship of Teaching has its relativity. As an academic, the Scholarship of Teaching has four basic dimensions:there are knowledge, research, communication and self-autonomy, and it co-exist with other forms of scholarship in the modern scholarly ecology, there are both relations and differences among them, especially the scholarship of profession. The Scholarship of Teaching is a type of scholarship. As a teaching, the Scholarship of Teaching is the highest degree of the highlight of scholarly component, it has both scholarly teaching and the scholarship of teaching. The Scholarship of Teaching is a teaching level. The Scholarship of Teaching will have significance on the development of the practice and development of our higher education, reflecting the practical rationality in the Scholarship of Teaching. The Scholarship of Teaching has its valuable rationality. The final point of the Scholarship of Teaching is practice, and its implementation requires supports not only from corresponding external system, but also from corresponding internal system.My survey shows that, the Scholarship of Teaching is not have conditions to achieve itself, lacking of appropriate system supports, and facing many system barriers:external system barriers(existed scholarly system, teaching's own scholarly system), internal system barriers(traditional concept based on the profound knowledge, relevant theoretical basis, our traditional social cultural), and the last force as barrier formed by the mutual interaction between external and internal system barriers.Based on the above, I believe that in order to ensure the implementation of the Scholarship of Teaching, we must to re-adjust and even change the existed systems. Specifically, there are several principles we should follow:external system first, internal system should maintain the same pace to infiltrate; not only based on discipline and school, but also pay attention to the communication between different discipline and school; not only learn experiences from international and Basic Education, but also based on our situation and the situation of specific school; not only learn from the scholarship of profession, but also based on teaching itself, and so on. About external systems, there are necessary to construct corresponding negative and positive systems; about internal systems, there are also many advices, such as we should make the scholarly mission adapted to the value of the Scholarship of Teaching, infiltrate the value of the Scholarship of Teaching and strengthen the research on the basic theory.
Keywords/Search Tags:University teaching, University teacher, the Scholarship of Teaching, the system of university teaching
PDF Full Text Request
Related items