卓越学术的内涵及其引领研究型大学教师发展的策略研究与实践

教师发展是教育部自“十二·五”开始实施的旨在推动师资队伍高水平建设的重要举措。本文从卓越学术的内涵探析切入,揭示“学术”应当同时包含学科学术和教学学术。继而借由文献分析结果印证普遍存在的重学科学术、轻教学学术的现实问题及其严重程度。在此基础上,提出高水平研究型大学应从人才培养这一核心任务出发,深刻认识卓越学术是一流教学学术与一流学科学术的有机融合、相互促进这一内涵,在教师发展策略研究、体系建设、模式构筑中切实加以落实、得到体现。最后以校本教师发展为例展示研究及实践成果：四川大学作为首批30个国家级教师教学发展示范中心建设高校之一,在十年的研究与探索中,深刻解析卓越学术理应为学科学术与教学学术并重互促的内涵,树立了卓越学术引领研究型大学教师发展的新理念;多举措耦合“教学-科研-学习”,开拓了推进学科学术与教学学术融生共促的卓越教师教学发展新路径;构建“校-院系-基层教学组织”多维教师发展保障体系,形成了激励教师持续追求卓越、激发教学共同体育人活力的新机制。以卓越学术引领教师发展的新模式,有力推动了教育教学改革创新,起到了显著的示范辐射作用,获得了2022年国家级教学成果奖。

Exploring the Connotation of Academic Excellence and the Strategies of Its Guiding for Faculty Development in a Research University

Faculty Development is the critical initiative launched by the Chinese Department of Education since the 12th Five-Year Plan to promote high-level construction of faculty workforce. This article starts with an exploration of the connotation of excellent scholarship, revealing that "scholarship" should encompass both disciplinary scholarship and teaching scholarship. Subsequently, it confirms the widespread prevalence of valuing disciplinary scholarship over teaching scholarship and its severity through literature analysis. Therefore, it is proposed that for the core task of talent development, research universities should deeply understand that excellent scholarship is a complete harmony and mutual promotion of first-class teaching scholarship and first-class disciplinary scholarship. This connotation should be effectively implemented and reflected in the research, development, and construction of faculty development strategies and systems. Finally, an example of school-based faculty development is provided to show the results of school-based research: Sichuan University, which has one of the first 30 National Centers for teaching Excellence, enriched the connotation of excellent academics into the balancing and mutually enhancing between disciplinary scholarship and teaching scholarship. By synergizing various measures across "teaching, research, and learning," pioneered a fresh approach that integrates disciplinary scholarship with teaching scholarship to advance the faculty development. Furthermore, constructed a multi-dimensional faculty development support system spanning "university, college/department, and primary teaching organization" levels, fostering a new mechanism that continuously motivates teachers to strive for excellence, and teaching community to educate successfully. This novel model of faculty development spearheaded by excellent academics, has effectively driven innovations and reforms in teaching and learning, serving as a remarkable exemplar and inspiration, and winning the 2022 National-level Teaching Achievement Award.