source: http://www./ucl-press/browse-books/shaping-higher-education-with-students

如果你覺得GEO有點(diǎn)好玩，給你帶來了一絲新風(fēng)，推開了一個(gè)新的角度，那么歡迎你把這篇推送或GEO分享給你覺得也會(huì)喜歡這篇推送的朋友，關(guān)系普通的熟人就算了。我雖然主要是自得其樂，但內(nèi)里還是有住著一個(gè)會(huì)為有更多人因?yàn)槲业奈淖珠_始思考而備受鼓舞的小人兒。

這篇推送寫在參加《和學(xué)生一起構(gòu)建高等教育：如何把教學(xué)和研究聯(lián)系在一起》新書發(fā)布會(huì)之后。還真不是拿人家的手軟，畢竟通過鏈接點(diǎn)進(jìn)去人人都能下載得到，是完全免費(fèi)公開的資源。

只是我實(shí)在是覺得這里面的觀點(diǎn)很值得思考，所以忍不住要為這本書寫一篇推送，因?yàn)榫唧w的內(nèi)容是完全開源的，所以我就不做細(xì)致的介紹了，感興趣的可以自己下載，歡迎邊看邊和我交流。如果希望組織讀書會(huì)，也請務(wù)必告訴我，這種搭建平臺促進(jìn)學(xué)習(xí)的事情，我最樂意了。

但翻譯之心還是在的，所以大致隨心所欲地翻譯一下這本書的介紹，英文源自題圖下面的鏈接，請務(wù)必以英文為準(zhǔn)：

Forging closer links between university research and teaching has become an important way to enhance the quality of higher education across the world. As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education.

世界各國的高等教育都越來越注重教學(xué)和研究質(zhì)量以及融合兩者之間的關(guān)系。隨著學(xué)生越來越多地參與到學(xué)術(shù)中來，學(xué)者和大學(xué)管理層該如何讓他們的學(xué)生在更有效的教學(xué)中逐步接觸到研究呢？在這本開源獲取的書中，有許多人分享了他們是如何讓學(xué)生和學(xué)者一起合作，從而打造以研究為基礎(chǔ)的教育。

Featuring student perspectives, it offers academics and university leaders practical suggestions and inspiring ideas on higher education pedagogy, including principles of working with students as partners in higher education, connecting students with real-world outputs, transcending disciplinary boundaries in student research activities, connecting students with the workplace, and innovative assessment and teaching practices. Written and edited in full collaboration with students and leading educator-researchers from a wide spectrum of academic disciplines, this book poses fundamental questions about learning and learning communities in contemporary higher education.

從學(xué)生的視角來看，這本書為學(xué)者和大學(xué)管理層提供切實(shí)可行的建議，從高等教育教學(xué)論方向上提出了許多鼓舞人心的想法，尤其是還涉及到了學(xué)生如何在高等教育中作為同行者的可能性。當(dāng)我們把學(xué)生和真實(shí)世界聯(lián)系起來，當(dāng)我們讓學(xué)生做的研究活動(dòng)超越學(xué)科邊界，讓學(xué)生和一些公司合作創(chuàng)新新的評估方式和教學(xué)實(shí)踐。這本書里滿滿的都是這樣的奇思妙想，有些作者是學(xué)生，有些作者是某個(gè)學(xué)科領(lǐng)域的先鋒學(xué)者（同時(shí)也是引領(lǐng)改革的教育專家）。這本書正是在這樣的背景下提出了對于當(dāng)代高等教育中學(xué)習(xí)和學(xué)習(xí)社群的思考。

當(dāng)學(xué)生和教師平起平坐地在一起討論，會(huì)碰撞出什么樣的思想火花？在這本書里你可以窺見一二。

當(dāng)然我認(rèn)為研究不能簡單和教學(xué)畫等號，但我欣賞的一點(diǎn)是他們對高等教育的教學(xué)改革所提出的一系列切實(shí)可行的措施，因?yàn)檠芯恳矎膩頉]必要和教育對立。

我因?yàn)樽约簳r(shí)間安排得不夠緊湊，所以只參加了最后半小時(shí)的討論，大致的筆記如下（我的想法是綠色的）：

Research-based Education in practice

The first question is to teachers who have done some effective practice.

The lady from psychology department mentioned about making research posters to interest and then involve undergrads in doing research.

The second question was about authentic practice in the department.

The gentleman from geography department (I once sneaked in his class for undergrads, it was quite impressive, he is a professor, very professional and passionate) talked about regular reading group organised by his team, to make sure the students at different levels get the same topic to discuss. And he also pointed out it is not just two weeks before final.

Then some lady referred to her experience of shared conversation, but she did not mention which department she was in. And she also talked about in the 21st century, the staff and students can use digital tools to communicate. (To be fair, I feel it is a bit superficial, it is not specific practice, at least not any supprtive details)

Then the lady from math department shared her experience of inviting graduate student to do 5-min presentations to inform undergrad student about what is research in math. This subject-specific practice was at first not very welcomed by students, but once they attended it, they found it quite helpful.

The third question was about the institutional challenge. 

I did not catch up with his words, but thanks to the reply from the lady from math dept. I would imagine he talked about some PhD students doing teaching or teaching analysis in secondary school. And the lady said not all PhD students can teach at school (which I quite agree because it is related to pedagogising knowledge).

After the session

I asked the person who was coordinating the session(asked the three questions) about this project because I was quite late for the book launch event. She told me one of the partners have worked for long with it but she was still new in this. She also told me currently this programme mainly focused on undergraduate students. Because the undgraduates in general are less familiar with research, but things vary in different departments.

Her words actually brought me some new ideas. I would say some international students (like many MA students here in IOE, and aslo myself as a first year MPhil/PhD student) may have even bigger issues in understanding what is research in the British context. I already know some group is working on with it, but it was mainly encouraging people to believe in themselves. In my perspective, it doesn't work until you really developed their ZPD with some structures. And if we connect this thoughts with what the geographer said, hopefully a reading group with a mixture of PhD students, master students, and undergraduate students can be helpful to benefit all the students. PhD students also need opportunities to talk and discuss their readings and thoughts, and research students in similar fields may also have the common issues, and the undergraduates need some kind of academic "peer mentor" too.

最后，如果你愿意再多一些深入理性的思考，不妨考慮讀一讀Gert Biesta（格特·比斯塔）的著作（北師大近期翻譯了一些）：http://www.

額外提供一篇文章的鏈接：

Gert Biesta (2016) The Rediscovery of Teaching: On robot vacuum cleaners, non-egological education and the limits of the hermeneutical world view, Educational Philosophy and Theory, 48:4, 374-392, DOI: 10.1080/00131857.2015.1041442 

鏈接：https://www./doi/pdf/10.1080/00131857.2015.1041442

還有之前的推送其實(shí)提到過他：

倫敦大學(xué)學(xué)院教育學(xué)院的“如果…”系列學(xué)術(shù)辯論| 中英雙語

贊賞窮不了讀者，富不了作者，

但至少能體現(xiàn)對知識的尊重。