科教融合一元论：概念内涵、整合性框架与未来展望

魏江; 陈光沛

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科教融合一元论：概念内涵、整合性框架与未来展望

科教融合 | 更新时间：2022-10-11

- 科教融合一元论：概念内涵、整合性框架与未来展望
- A Monistic Integration of Research and Teaching: Connotation, Integrated Framework, and Future Prospects
- 科教发展研究 2022年2卷第2期页码：18-41
- 作者机构：
  
  1.浙江大学管理学院
  2.浙江大学中国科教战略研究院
- 作者简介：
  
  魏江，教育部长江学者特聘教授，浙江大学管理学院院长，浙江大学中国科教战略研究院副院长，浙江大学全球浙商研究院院长，浙江大学创新创业学院副院长；研究领域为创新管理、战略管理。
  陈光沛，浙江大学中国科教战略研究院博士生；研究领域为创新管理、产教融合。
- 基金信息：
- DOI：
  中图分类号：
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魏江，陈光沛.科教融合一元论：概念内涵、整合性框架与未来展望[J].科教发展研究，2022，2（2）：18-41.

WEI Jiang, CHEN Guangpei. A Monistic Integration of Research and Teaching: Connotation, Integrated Framework, and Future Prospects[J]. Journal of Science, Technology and Education Studies, 2022, 2(2): 18-41.
魏江，陈光沛.科教融合一元论：概念内涵、整合性框架与未来展望[J].科教发展研究，2022，2（2）：18-41. DOI：

WEI Jiang, CHEN Guangpei. A Monistic Integration of Research and Teaching: Connotation, Integrated Framework, and Future Prospects[J]. Journal of Science, Technology and Education Studies, 2022, 2(2): 18-41. DOI：

摘要

文章聚焦科教融合理论前沿与现实需求，对高校科教融合本质和体系等基本命题进行文献综述，试图通过理论溯源和脉络梳理，凝炼出科教融合的核心内涵与现实形态。文章针对科研与教学边界日趋模糊的现实背景，对经典的洪堡原则进行了继承性发展，创新性地提出“科教融合一元论”概念，包括认知一元性、过程统一性和主体融合性，提倡用一元论替代二元论去理解科教融合这个学术构念，使科研与教学实现认知边界上的融合。文章进一步地从过程观构建了科教融合的核心系统，形成了一个包含组织与制度要素的整合性框架，勾勒出科教融合的现实形态与实施路径，并针对我国科教融合所存在的主要问题，提出科教融合领域的未来研究命题。

Abstract

Focusing on the theoretical frontiers and practical needs of the integration of research and teaching, this paper makes a literature review of the fundamental propositions like the nature and theory of the integration of research and teaching in universities, in an attempt to refine the core connotation and reality of the integration of research and teaching. Against the real background that the boundary between research and teaching is becoming increasingly blurred, this paper inherits and furthers the Humboldt principle, and puts forward a concept of "monistic integration of research and teaching" with monistic cognition, coherent processes, and integrative subjects. Thus, this paper proposes that traditional cognitive dualism be replaced with monism when understanding the construct of integration of research and teaching, thereby melding the conceptual boundaries of research and teaching. Furthermore, this article builds a core system of integrating research and teaching from a perspective of behavior process, and develops an integrated framework incorporating organizational and institutional elements, in a bid to outline the profile and paths of the integration of research and teaching. Lastly, targeting on the main problems that hinder our integration of research and teaching, this article proposes several future prospects for subsequent studies.

关键词

科教融合一元论大学制度

Keywords

Integration of Research and TeachingMonismUniversity Institution

references

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