黑龙江教育(理论与实践)

本研究基于安徽省部分应用型本科高校教师的调查数据，探讨高校教师认知与态度对科研反哺教学效果的影响路径。研究发现：(1)高校教师对科研与教学关系的认知及对科研成果转化为教学实践的态度能够显著影响科研反哺教学的效果；(2)政策支持感知未显现预期调节效应，反映出当前应用型本科高校科研评价体系与教学激励机制存在结构性矛盾；(3)科研反哺教学存在一定的学科异质性，如自然科学学科因知识边界清晰、成果转化路径明确，使得其科研反哺教学的效果显著优于人文社会科学学科。基于此，本研究从激发内生动力、破除制度障碍、实施精准引导3个方面提出了对策建议，以期为相关高校推进科研反哺教学发展提供参考。

Based on survey data from teachers at applied undergraduate universities in Anhui Province,this study explores the pathways through which teachers' cognition and attitudes influence the effectiveness of research feedback to teaching.The findings reveal that:Teachers' cognition regarding the relationship between research and teaching,as well as their attitudes toward the transformation of research results into teaching practices,significantly promote the effectiveness of research-informed teaching;Perceived policy support does not exhibit the expected moderating effect,reflecting structural contradictions between the current university research evaluation system and teaching incentive mechanisms;Research-informed teaching exhibits certain disciplinary heterogeneity,with natural science fields demonstrating significantly better feedback effects than humanities and social science fields due to their clearer knowledge boundaries and more well-defined transformation pathways.Based on these findings,countermeasures and suggestions are proposed from three aspects: stimulating internal motivation,removing institutional barriers,and implementing targeted guidance,in hopes of providing a reference for the teaching development of relevant universities.