这些人竟然觉得研究等于教学（R=T）？
source: http://www.ucl.ac.uk/ucl-press/browse-books/shaping-higher-education-with-students
如果你觉得GEO有点好玩，给你带来了一丝新风，推开了一个新的角度，那么欢迎你把这篇推送或GEO分享给你觉得也会喜欢这篇推送的朋友，关系普通的熟人就算了。我虽然主要是自得其乐，但内里还是有住着一个会为有更多人因为我的文字开始思考而备受鼓舞的小人儿。
这篇推送写在参加《和学生一起构建高等教育：如何把教学和研究联系在一起》新书发布会之后。还真不是拿人家的手软，毕竟通过链接点进去人人都能下载得到，是完全免费公开的资源。
只是我实在是觉得这里面的观点很值得思考，所以忍不住要为这本书写一篇推送，因为具体的内容是完全开源的，所以我就不做细致的介绍了，感兴趣的可以自己下载，欢迎边看边和我交流。如果希望组织读书会，也请务必告诉我，这种搭建平台促进学习的事情，我最乐意了。
但翻译之心还是在的，所以大致随心所欲地翻译一下这本书的介绍，英文源自题图下面的链接，请务必以英文为准：
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.
世界各国的高等教育都越来越注重教学和研究质量以及融合两者之间的关系。随着学生越来越多地参与到学术中来，学者和大学管理层该如何让他们的学生在更有效的教学中逐步接触到研究呢？在这本开源获取的书中，有许多人分享了他们是如何让学生和学者一起合作，从而打造以研究为基础的教育。
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.
从学生的视角来看，这本书为学者和大学管理层提供切实可行的建议，从高等教育教学论方向上提出了许多鼓舞人心的想法，尤其是还涉及到了学生如何在高等教育中作为同行者的可能性。当我们把学生和真实世界联系起来，当我们让学生做的研究活动超越学科边界，让学生和一些公司合作创新新的评估方式和教学实践。这本书里满满的都是这样的奇思妙想，有些作者是学生，有些作者是某个学科领域的先锋学者（同时也是引领改革的教育专家）。这本书正是在这样的背景下提出了对于当代高等教育中学习和学习社群的思考。
当学生和教师平起平坐地在一起讨论，会碰撞出什么样的思想火花？在这本书里你可以窥见一二。
当然我认为研究不能简单和教学画等号，但我欣赏的一点是他们对高等教育的教学改革所提出的一系列切实可行的措施，因为研究也从来没必要和教育对立。
我因为自己时间安排得不够紧凑，所以只参加了最后半小时的讨论，大致的笔记如下（我的想法是绿色的）：
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，不妨考虑读一读Gert Biesta（格特·比斯塔）的著作（北师大近期翻译了一些）：http://www.gertbiesta.com
额外提供一篇文章的链接：
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
链接：https://www.tandfonline.com/doi/pdf/10.1080/00131857.2015.1041442
还有之前的推送其实提到过他：
赞赏穷不了读者，富不了作者，
但至少能体现对知识的尊重。