摘要
研究性是研究生教学的本质属性,但研究生教学并不能天然地具有研究性,其研究性是由师者示“研”、生者学“研”、师生共“研”与写作表“研”彼此关联、相互促进而生成的,四个环节是辩证统一的关系。在研究生教学研究性的生成逻辑中,师者示“研”是前提,激发研究生教学的研究性;生者学“研”是目的,开启研究生教学的研究性;师生共“研”是载体,展现研究生教学的研究性;写作表“研”是结果,具化研究生教学的研究性。判断研究生教学是否具有研究性,应从教师之教、研究生之学、师生之教学以及教学的效果来综合判断。
Research is an essential attribute of postgraduates’teaching.However,it is not ready-made in instructions,but generated in the dialectical interaction of research by teachers,by students,by teachers and students,and writing by teachers and students.In this sense,the generative logic of the research-based postgraduates teaching is embodied in the premise of teachers’suggestive research demonstration,in the purpose of students’study to be oriented to research,in the research of teachers and students to be attributed to the research of graduate teaching,and in the writing by teachers and students to substantiate the results of research.The research nature of graduate teaching is the dialectical unity of“research”by teachers,“research”by students,“research”by teachers and students,and“research”by teachers and students writing.This research-orientation can be comprehensively assessed from the perspectives of teachers’instruction,graduates’learning,teachers and students’teaching,and teaching effects.
作者
李润洲
LI Runzhou(College of Education,Zhejiang Normal University,Jinhua 321004,China)
出处
《宁波大学学报(教育科学版)》
2025年第5期46-54,共9页
Journal of Ningbo University(Educational Science Edition)
关键词
研究生
教学
研究性
研究生教育
postgraduate
teaching
research
postgraduate education
