研究性教学的深化困境与范式重构：理论反思与课堂实践进路

Deepening Dilemmas and Paradigm Reconstruction in Research-Oriented Teaching: Theoretical Reflection and Classroom Practice Approaches

摘要: 研究性教学作为推动高等教育内涵式发展、培养拔尖创新人才的核心举措，其在理论上的“叫好”与实践中的“不叫座”形成了巨大反差。文章旨在对这一困境进行深层次的理论剖析与范式重构。首先系统梳理了研究性教学从理念兴起到实践推广的脉络，并指出现有研究在“知识定位”、“教学与研究关系”等核心概念上存在的理论争议。进而，通过对江苏一所省属重点高校进行调研和访谈，从理念认知、实践操作、制度保障与教师发展四个维度，深刻反思研究性教学在课堂落地中面临的教学文化惯性所引发的“主体性恐惧”、实践过程中的“形式主义异化”、刚性失衡的制度与评价对改革形成的结构性制约，以及教师专业发展支持系统缺位所导致的主体性困境。在此基础上，尝试提出了一个整合性的课堂实践范式重构路径，主张在辩证统一的思维下，调和知识与能力、教师主导与学生中心、确定性知识与不确定性知识之间的张力，并辅以制度与文化层面的协同支持，以期为研究性教学从“理念”真正走向“课堂”提供理论参考与实践指引。

Abstract: As a core measure to promote the connotative development of higher education and cultivate top-notch innovative talents, research-based teaching has formed a huge contrast between its theoretical “approval” and practical “disapproval”. This article aims to conduct a deep theoretical analysis and paradigm reconstruction of this dilemma. The paper first systematically outlines the development of research-based teaching from the rise of concepts to practical promotion, and points out the theoretical controversies in existing research on core concepts such as “knowledge positioning” and “teaching research relationship”. Through surveys and interviews conducted at a key provincial university in Jiangsu, we deeply reflect on the challenges faced in implementing research-oriented teaching in the classroom from four dimensions: conceptual understanding, practical implementation, institutional support, and teacher development. We identify issues such as the “subjectivity fear” arising from the inertia of teaching culture, “formalism alienation” in the practical process, the structural constraints imposed by rigid and unbalanced systems and evaluations on reforms, and the subjectivity dilemma caused by the absence of a teacher professional development support system. On this basis, this article attempts to propose an integrated classroom practice paradigm reconstruction path, advocating the harmonization of the tension between knowledge and ability, teacher led and student-centered, deterministic and uncertain knowledge under dialectical unity thinking, supplemented by collaborative support from institutional and cultural levels, in order to provide theoretical reference and practical guidance for research-based teaching to truly move from “concept” to “classroom”.