Chen Ming  OuYang Guanghua

Jiangsu Higher Education.2023,(03)

Abstract：To advance the development of the theory of Scholarship of Teaching, it is crucial to comprehend the fundamental characteristics, constitutive aspects, and mechanism of Boyer's Scholarship of Teaching. However, so far there are few studies on this. Through the textual analysis of five Boyer literatures from 1988 to 1995, the generation path of Scholarship of Teaching with “from division to union” as the main line is condensed, i.e. “mission and society split, reconstruction of academic mission→ expansion of academic scope, promotion of academic interaction→ teaching and research union, Scholarship of Teaching generation.” The formation of connection is the fundamental viewpoint and method system of Boyer's Scholarship of Teaching thought; the view of coherent knowledge, the view of developing scholars, and the view of four-dimensional scholarship comprise the theoretical consideration of the generation of Scholarship of Teaching. On the basis of this theoretical foundation, the conceptual framework of “three levels” of Scholarship of Teaching is developed, with joint activities of teaching and research as its fundamental characteristic. Its formation mechanism is that when teaching and research are combined in six dimensions, namely, goal, standard, subject, content, process, and relationship, teaching runs through knowledge production all along and large-background, interdisciplinary, multi-context and diverse reconstruction occurs, thereby generating Scholarship of Teaching and pointing to the new academic mission of common development between teachers, students, and society.

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