Clarifying Some Myths of Teaching and Research 教研相長─解開大學教學與研究之謎（中、英文版） - 推薦序2
【Foreword】
When conducted in a scientific fashion, education is a research field full with potentials for important findings. President Way Kuo, an experienced top administrator of higher education for decades, is very knowledgeable with the core issues that universities all over the world are facing today. Using the A & M University in Texas as the main research subject, he has collected extensive data and analyzed them systematically. The results of this important research are presented in this book. They unveiled many important discoveries that were never proven before. One of his important discoveries is the positive correlation between valuable research and excellent teaching which soundly disperses the traditional myth that excellence in teaching and research are negatively correlated.
An excellent publication on education should not only have a good grasp on the new trends of university education worldwide, it should also be able to provide innovative and inspirational findings to the professionals who are responsible for formulating and implementing policies in higher education. I believe, here we have a good example of such excellent publication in the work of President Kuo.
I am very honored to have this opportunity to recommend this publication as a must-read to all university administrators, especially to those who are in the leadership position. It is a must-read because it provides you with much important and valuable information you will need when making important educational decisions.
Wen-Tsuen Chen
President, National Tsing Hua University
【推薦文】
教育研究是一個相當有潛能的學術領域，且必須以科學精神，作為研究的基礎。郭位校長深耕高等教育數十載，深知目前全球大學所面臨的核心課題。本書以德州農工大學為主要研究對象，透過長達五年，廣泛且有系統地資料蒐集，並加以客觀分析，得到非常突破性的發現，並藉由數據輔證教學與研究績效，二者呈正相關，顛覆了長久存在的「教學」與「研究」相互消長的迷思。
一份優質的教育出版品，除能掌握國際教育最新脈動，並能對教育或學校的決策、教學、研究與服務等，有所創新思維與啟發。在此，本人很榮幸將此書推薦給所有教育行政工作者(尤其是教育領導者)必讀，相信定能獲益無窮，並發揮教育淑世的影響力。
陳文村
清華大學校長
The basic functions of universities should be teaching, scientific research and social service. This statement, however, makes universities sound like organizations that are part of an isolated and mechanical system. If each of these three functions is examined in depth, it needs to be asked how on earth they are related to each other. This question deserves to be carefully studied.
Being used to following the traditions of the past, we often think that universities are places for study and that they should naturally focus on teaching. However, when looking at the changing world, we suddenly realize that many universities abroad, especially research-oriented ones, also supply the important functions of research and social service. To prompt universities in China to fulfill these three functions, Chinese universities have since the last decade made some adjustments. Unfortunately, such adjustments often end up with the universities functioning as three isolated divisions, where some professors do teaching, some do scientific research and some engage in social service. Such divisions make these functions entirely separate. Not only does this situation lead to the duties of universities being realized through an industrial division of labor in a simple sense, but it also weakens the universities in many respects.
As a matter of fact, those top-ranked universities in the world do not adopt an approach that leads to such a simple division of labor. The three functions of education, scientific research and social service should in the end lead to the accomplishment of one major goal, namely, that of cultivating talent and empowering people. This goal can be achieved through the processes of disseminating knowledge, manufacturing products and experiencing social transfer. University professors should not just be tools that operate separately through a division of labor, but they should be active, passionate, innovative, responsible and full of learning. They need to combine their studies and practices, disseminate and produce knowledge based on a comprehensive and innovative approach, and endeavor to use their knowledge in social transfer. In addition, they also need to communicate with students, attract students to their own studies and practices, provide students with opportunities for joint practice and innovative maturity, and further achieve the purpose of cultivating talent and empowering people. As a matter of fact, cultivating talent and empowering people is exactly what advancing scientific research and social service depend on. As the former President, Professor Gerhard Casper of Stanford University said, “In universities and industries are much knowledge related to academic, technological and technical transfer. However, the most successful approach for knowledge transfer is to cultivate first-class students who are able to explore knowledge and finally become leading figures in industry, business, government and academia.”
If analyses are seriously conducted, it can be realized that the most crucial element influencing the relationships among teaching, scientific research and social service is the advancement of scientific research. Under specific conditions, proceeding with scientific research can bring about improvements in the quality and quantity of talented and able people who are cultivated. The reasons include the following. First of all, if professors engage in scientific research, they can improve their own academic level to arrive at a good realization and be able to disseminate knowledge. Secondly, conducting scientific research is instrumental to constructing experimental conditions and foundations. Thirdly, advancing scientific research helps attract more excellent students. Fourth, students’ participation in scientific research is helpful in order to cultivate scientific principles, a teamwork spirit and innovative capacity. To implement a combination of these four reasons in practice, the most important thing is to establish a mechanism that is beneficial to moving scientific research feedback into teaching and to the organic integration of scientific research with teaching.
During the summer vacation this year, I discussed this matter with Professor Way Kuo, President of City University of Hong Kong, and realized he had studied this issue in depth. In his book, Clarifying Some Myths of Teaching and Research, Professor Kuo goes through a large quantity of statistics and analyses and engages in in-depth research on the issues of scientific research and teaching. He offered me a very valuable answer, which was that the ability of professors to conduct research is directly proportional to their teaching level. He expressed that they can become good at teaching if they are able to excel in scientific research. Despite being based on engineering statistics, this conclusion and its principles can be fully understood. Under certain conditions, scientific research and teaching can go very well together. If scientific research is introduced into teaching to attract students to take part in scientific research and resources for scientific research are made available during teaching, the quality and quantity of teaching can be improved to cul tivate the students’ innovative capacity. This condition involves establishing a stimulation and assessment mechanism. Professor Kuo’s book is outstanding in terms of its ability to reveal the connection between research and teaching. His book is also especially important in terms of reforming the education system and cultivating innovative, talented and able people.
I strongly recommend that people engaged in higher education and research, especially the presidents of universities, read this book. Hopefully, the three functions of research-oriented universities can steadily move forwards to achieve the main goal, namely, that of cultivating talented and able people.
Zhang Jie
President, Shanghai Jiao Tong University
大學的基本功能是教學、科研和社會服務。但是這種表述形式，體現的是一種孤立隔絕、機械並立的關係，深究下去，三者之間究竟是什麼關係呢？這是非常值得研究的問題。
出於歷史的習慣，我們曾經認為大學是一個讀書的地方，自然應當以教學為主。然而，當我們睜開眼睛看世界的時候，我們驚訝地發現，國外的許多大學，特別是研究型大學，除了教學以外，還具有強大的研究功能和社會服務功能。為了使我國的大學也能夠兼有這三大功能，近十幾年來，我國的大學作了相應的調整。但是，這個調整卻使大學裏分化出三支隊伍，一批老師搞教學，一批老師做科研，一批老師從事社會服務。這樣一來，我們不但把大學職責簡單地理解為產業分工，而且在各個方面削弱了自己的力量。
其實那些比較成熟的世界一流大學並沒有採取簡單分工的做法。大學的教育、科研和社會服務這三大功能都要服務于大學的主要目的－人才培養。而大學的人才培養，需要通過知識的傳播、生產和社會化遷移的過程來實現。大學老師不是產業分工統轄下的狹隘工具，而是以人才培養為己任的一批特別善於學習、特別積極主動的創新人才。他們要通過自己的學習和實踐，綜合並創造性的傳播和生產人類的知識，努力實現知識的社會化遷移。他們要和學生溝通交流，設法把學生吸引到自己的學習和實踐過程中來，為學生提供共同學習、共同實踐和共同創新成長的機會，進而達到人才培養的目的。因此，從另一個角度來說，人才培養也正是促進科研和社會服務的根本所在。正如斯坦福大學的前任校長，Gerhard 凱斯普爾教授所說：“在大學和工業界有很多有關大學技術轉移的議論。然而，知識轉移的最成功的方法是培養能夠探究知識然後能在工業、商業、政府和大學自身中起領導作用的一流學生。”
認真分析可以知道，影響教學、科研、社會服務之間內在關係的最根本要素是科研。在一定條件下，科研是有利於人才培養的，可以提高人才培養的品質。原因在以下幾個方面：第一是教師通過科研可以提高自己的學術水準，可以更好的理解和傳授知識；其二，科研有利於實驗條件和實驗基地的建設；其三，科研可以吸收優秀的學生；其四，學生參與科研有助於培養科學精神、團隊精神和創新能力。當然，要實現這樣的四個結合，最關鍵是要創建一個機制，並且這個機制要有利於科研反哺教學、促進科研和教學有機融合。
今年暑假期間，當我與香港城市大學的郭位校長談到這個問題時，發現他對這個問題有很深的研究。在他的著作Clarifying Some Myths of Teaching and Research中，郭位教授通過大量的資料統計分析，對此問題進行了深入的研究，給出了十分有價值的答案，即教師的研究能力與教學水準呈正相關性，表明做好科研的教師，同樣能夠教好書。儘管這個結論是在工程統計基礎上做出的，但是其道理是可以解析的。在一定的條件下，科研的確能夠促進教學，如把科研成果引入教學之中，吸引學生參與科研，科研資源向教學開放等，都能夠提高教學品質，培養學生創新能力。這個條件就是要建立一定的激勵與評估機制。郭位教授這本書，是我所見的，為數不多的，專門研究教學與科研關係的，十分有特色的專著，對於教育教學改革和創新人才培養模式，具有重要的借鑒意義。
我很希望能有更多的從事高等教育研究的同事，特別是大學的校長，認真讀這本書，使得研究性大學的三大功能都能服務于大學的主要目的－人才培養。
張杰
上海交通大學校長
Prof. Way Kuo and Prof. Mark E. Troy are to be congratulated for having studied and analyzed extensively a large sample of student ratings of teaching at the Texas A & M University and related them to the relevant characteristics of faculty members (including their research productivity) and students as well as those of the departments and the classes themselves. The result is a treasure trove of findings: clarifying many commonly held myths but also presenting some intriguing puzzles.
One finding that seems to be confirmed in many other similar studies is that the rating of teaching by a student is higher the higher his or her expected grade (and actual grade). But why is this so? One plausible explanation that has been advanced is that the students collectively wish to encourage easier grading on the part of the faculty members and do this by rewarding easy graders with a high rating. Another plausible explanation is that the student who has been able to learn more from the class rates the teaching higher and also expects a higher grade. It would be interesting to try to distinguish between the two phenomena because of their vastly different implications on teaching effectiveness. Another finding is that upper-classmen (or women) systematically rated the teaching higher than freshmen (or women), facts which can also be subject to alternative interpretations.
This monograph should be read by everyone interested in teaching and learning at higher education institutions. It will provide the inspiration and motivation for many follow-on studies.
Lawrence J. Lau
Vice-Chancellor, The Chinese University of Hong Kong
郭位教授和Mark E. Troy教授詳盡地研究並分析了美國德州理工大學（Texas A&M University）學生對老師所作的教學評鑑，樣本巨大，並把評鑑結果與教員的種種相關特性（包含他們的研究生產力）以及學生、系所以及各班級連結起來，值得恭賀。其研究成果極為珍貴，一方面澄清了許多迷思，另方面卻也拋出一些待解之謎。
所有有志在高等教育機構教學與學習的人，都應當詳閱此研究專題。它將為許多後續的研究提供動力與啟發。
劉遵義
香港中文大學校長
This historical work represents a highly statistical and scientific assessment of teacher performance and the many factors that can affect how students rate the performance of classroom instruction. A number of common hypotheses are put forward, along with what is considered the conventional wisdom. Through the detailed statistical analysis, some of these are substantiated and others dismissed. A must read for college administrators and colleagues.
G. P. “Bud” Peterson
President, Georgia Institute of Technology
這是一本歷史性的著作，本書探討了教學表現的科學統計評估，以及影響學生評估課堂教學的諸多因素，對我們習焉不察的假設及常識進行檢驗，透過詳細的統計分析，其中有些獲得證實，但也有些被破解了。這是一本大學行政人員、教授及學術界必讀的書！
G. P. "Bud" Peterso
美國喬治亞理工學院校長
When conducted in a scientific fashion, education is a research field full with potentials for important findings. President Way Kuo, an experienced top administrator of higher education for decades, is very knowledgeable with the core issues that universities all over the world are facing today. Using the A & M University in Texas as the main research subject, he has collected extensive data and analyzed them systematically. The results of this important research are presented in this book. They unveiled many important discoveries that were never proven before. One of his important discoveries is the positive correlation between valuable research and excellent teaching which soundly disperses the traditional myth that excellence in teaching and research are negatively correlated.
An excellent publication on education should not only have a good grasp on the new trends of university education worldwide, it should also be able to provide innovative and inspirational findings to the professionals who are responsible for formulating and implementing policies in higher education. I believe, here we have a good example of such excellent publication in the work of President Kuo.
I am very honored to have this opportunity to recommend this publication as a must-read to all university administrators, especially to those who are in the leadership position. It is a must-read because it provides you with much important and valuable information you will need when making important educational decisions.
Wen-Tsuen Chen
President, National Tsing Hua University
【推薦文】
教育研究是一個相當有潛能的學術領域，且必須以科學精神，作為研究的基礎。郭位校長深耕高等教育數十載，深知目前全球大學所面臨的核心課題。本書以德州農工大學為主要研究對象，透過長達五年，廣泛且有系統地資料蒐集，並加以客觀分析，得到非常突破性的發現，並藉由數據輔證教學與研究績效，二者呈正相關，顛覆了長久存在的「教學」與「研究」相互消長的迷思。
一份優質的教育出版品，除能掌握國際教育最新脈動，並能對教育或學校的決策、教學、研究與服務等，有所創新思維與啟發。在此，本人很榮幸將此書推薦給所有教育行政工作者(尤其是教育領導者)必讀，相信定能獲益無窮，並發揮教育淑世的影響力。
陳文村
清華大學校長
The basic functions of universities should be teaching, scientific research and social service. This statement, however, makes universities sound like organizations that are part of an isolated and mechanical system. If each of these three functions is examined in depth, it needs to be asked how on earth they are related to each other. This question deserves to be carefully studied.
Being used to following the traditions of the past, we often think that universities are places for study and that they should naturally focus on teaching. However, when looking at the changing world, we suddenly realize that many universities abroad, especially research-oriented ones, also supply the important functions of research and social service. To prompt universities in China to fulfill these three functions, Chinese universities have since the last decade made some adjustments. Unfortunately, such adjustments often end up with the universities functioning as three isolated divisions, where some professors do teaching, some do scientific research and some engage in social service. Such divisions make these functions entirely separate. Not only does this situation lead to the duties of universities being realized through an industrial division of labor in a simple sense, but it also weakens the universities in many respects.
As a matter of fact, those top-ranked universities in the world do not adopt an approach that leads to such a simple division of labor. The three functions of education, scientific research and social service should in the end lead to the accomplishment of one major goal, namely, that of cultivating talent and empowering people. This goal can be achieved through the processes of disseminating knowledge, manufacturing products and experiencing social transfer. University professors should not just be tools that operate separately through a division of labor, but they should be active, passionate, innovative, responsible and full of learning. They need to combine their studies and practices, disseminate and produce knowledge based on a comprehensive and innovative approach, and endeavor to use their knowledge in social transfer. In addition, they also need to communicate with students, attract students to their own studies and practices, provide students with opportunities for joint practice and innovative maturity, and further achieve the purpose of cultivating talent and empowering people. As a matter of fact, cultivating talent and empowering people is exactly what advancing scientific research and social service depend on. As the former President, Professor Gerhard Casper of Stanford University said, “In universities and industries are much knowledge related to academic, technological and technical transfer. However, the most successful approach for knowledge transfer is to cultivate first-class students who are able to explore knowledge and finally become leading figures in industry, business, government and academia.”
If analyses are seriously conducted, it can be realized that the most crucial element influencing the relationships among teaching, scientific research and social service is the advancement of scientific research. Under specific conditions, proceeding with scientific research can bring about improvements in the quality and quantity of talented and able people who are cultivated. The reasons include the following. First of all, if professors engage in scientific research, they can improve their own academic level to arrive at a good realization and be able to disseminate knowledge. Secondly, conducting scientific research is instrumental to constructing experimental conditions and foundations. Thirdly, advancing scientific research helps attract more excellent students. Fourth, students’ participation in scientific research is helpful in order to cultivate scientific principles, a teamwork spirit and innovative capacity. To implement a combination of these four reasons in practice, the most important thing is to establish a mechanism that is beneficial to moving scientific research feedback into teaching and to the organic integration of scientific research with teaching.
During the summer vacation this year, I discussed this matter with Professor Way Kuo, President of City University of Hong Kong, and realized he had studied this issue in depth. In his book, Clarifying Some Myths of Teaching and Research, Professor Kuo goes through a large quantity of statistics and analyses and engages in in-depth research on the issues of scientific research and teaching. He offered me a very valuable answer, which was that the ability of professors to conduct research is directly proportional to their teaching level. He expressed that they can become good at teaching if they are able to excel in scientific research. Despite being based on engineering statistics, this conclusion and its principles can be fully understood. Under certain conditions, scientific research and teaching can go very well together. If scientific research is introduced into teaching to attract students to take part in scientific research and resources for scientific research are made available during teaching, the quality and quantity of teaching can be improved to cul tivate the students’ innovative capacity. This condition involves establishing a stimulation and assessment mechanism. Professor Kuo’s book is outstanding in terms of its ability to reveal the connection between research and teaching. His book is also especially important in terms of reforming the education system and cultivating innovative, talented and able people.
I strongly recommend that people engaged in higher education and research, especially the presidents of universities, read this book. Hopefully, the three functions of research-oriented universities can steadily move forwards to achieve the main goal, namely, that of cultivating talented and able people.
Zhang Jie
President, Shanghai Jiao Tong University
大學的基本功能是教學、科研和社會服務。但是這種表述形式，體現的是一種孤立隔絕、機械並立的關係，深究下去，三者之間究竟是什麼關係呢？這是非常值得研究的問題。
出於歷史的習慣，我們曾經認為大學是一個讀書的地方，自然應當以教學為主。然而，當我們睜開眼睛看世界的時候，我們驚訝地發現，國外的許多大學，特別是研究型大學，除了教學以外，還具有強大的研究功能和社會服務功能。為了使我國的大學也能夠兼有這三大功能，近十幾年來，我國的大學作了相應的調整。但是，這個調整卻使大學裏分化出三支隊伍，一批老師搞教學，一批老師做科研，一批老師從事社會服務。這樣一來，我們不但把大學職責簡單地理解為產業分工，而且在各個方面削弱了自己的力量。
其實那些比較成熟的世界一流大學並沒有採取簡單分工的做法。大學的教育、科研和社會服務這三大功能都要服務于大學的主要目的－人才培養。而大學的人才培養，需要通過知識的傳播、生產和社會化遷移的過程來實現。大學老師不是產業分工統轄下的狹隘工具，而是以人才培養為己任的一批特別善於學習、特別積極主動的創新人才。他們要通過自己的學習和實踐，綜合並創造性的傳播和生產人類的知識，努力實現知識的社會化遷移。他們要和學生溝通交流，設法把學生吸引到自己的學習和實踐過程中來，為學生提供共同學習、共同實踐和共同創新成長的機會，進而達到人才培養的目的。因此，從另一個角度來說，人才培養也正是促進科研和社會服務的根本所在。正如斯坦福大學的前任校長，Gerhard 凱斯普爾教授所說：“在大學和工業界有很多有關大學技術轉移的議論。然而，知識轉移的最成功的方法是培養能夠探究知識然後能在工業、商業、政府和大學自身中起領導作用的一流學生。”
認真分析可以知道，影響教學、科研、社會服務之間內在關係的最根本要素是科研。在一定條件下，科研是有利於人才培養的，可以提高人才培養的品質。原因在以下幾個方面：第一是教師通過科研可以提高自己的學術水準，可以更好的理解和傳授知識；其二，科研有利於實驗條件和實驗基地的建設；其三，科研可以吸收優秀的學生；其四，學生參與科研有助於培養科學精神、團隊精神和創新能力。當然，要實現這樣的四個結合，最關鍵是要創建一個機制，並且這個機制要有利於科研反哺教學、促進科研和教學有機融合。
今年暑假期間，當我與香港城市大學的郭位校長談到這個問題時，發現他對這個問題有很深的研究。在他的著作Clarifying Some Myths of Teaching and Research中，郭位教授通過大量的資料統計分析，對此問題進行了深入的研究，給出了十分有價值的答案，即教師的研究能力與教學水準呈正相關性，表明做好科研的教師，同樣能夠教好書。儘管這個結論是在工程統計基礎上做出的，但是其道理是可以解析的。在一定的條件下，科研的確能夠促進教學，如把科研成果引入教學之中，吸引學生參與科研，科研資源向教學開放等，都能夠提高教學品質，培養學生創新能力。這個條件就是要建立一定的激勵與評估機制。郭位教授這本書，是我所見的，為數不多的，專門研究教學與科研關係的，十分有特色的專著，對於教育教學改革和創新人才培養模式，具有重要的借鑒意義。
我很希望能有更多的從事高等教育研究的同事，特別是大學的校長，認真讀這本書，使得研究性大學的三大功能都能服務于大學的主要目的－人才培養。
張杰
上海交通大學校長
Prof. Way Kuo and Prof. Mark E. Troy are to be congratulated for having studied and analyzed extensively a large sample of student ratings of teaching at the Texas A & M University and related them to the relevant characteristics of faculty members (including their research productivity) and students as well as those of the departments and the classes themselves. The result is a treasure trove of findings: clarifying many commonly held myths but also presenting some intriguing puzzles.
One finding that seems to be confirmed in many other similar studies is that the rating of teaching by a student is higher the higher his or her expected grade (and actual grade). But why is this so? One plausible explanation that has been advanced is that the students collectively wish to encourage easier grading on the part of the faculty members and do this by rewarding easy graders with a high rating. Another plausible explanation is that the student who has been able to learn more from the class rates the teaching higher and also expects a higher grade. It would be interesting to try to distinguish between the two phenomena because of their vastly different implications on teaching effectiveness. Another finding is that upper-classmen (or women) systematically rated the teaching higher than freshmen (or women), facts which can also be subject to alternative interpretations.
This monograph should be read by everyone interested in teaching and learning at higher education institutions. It will provide the inspiration and motivation for many follow-on studies.
Lawrence J. Lau
Vice-Chancellor, The Chinese University of Hong Kong
郭位教授和Mark E. Troy教授詳盡地研究並分析了美國德州理工大學（Texas A&M University）學生對老師所作的教學評鑑，樣本巨大，並把評鑑結果與教員的種種相關特性（包含他們的研究生產力）以及學生、系所以及各班級連結起來，值得恭賀。其研究成果極為珍貴，一方面澄清了許多迷思，另方面卻也拋出一些待解之謎。
所有有志在高等教育機構教學與學習的人，都應當詳閱此研究專題。它將為許多後續的研究提供動力與啟發。
劉遵義
香港中文大學校長
This historical work represents a highly statistical and scientific assessment of teacher performance and the many factors that can affect how students rate the performance of classroom instruction. A number of common hypotheses are put forward, along with what is considered the conventional wisdom. Through the detailed statistical analysis, some of these are substantiated and others dismissed. A must read for college administrators and colleagues.
G. P. “Bud” Peterson
President, Georgia Institute of Technology
這是一本歷史性的著作，本書探討了教學表現的科學統計評估，以及影響學生評估課堂教學的諸多因素，對我們習焉不察的假設及常識進行檢驗，透過詳細的統計分析，其中有些獲得證實，但也有些被破解了。這是一本大學行政人員、教授及學術界必讀的書！
G. P. "Bud" Peterso
美國喬治亞理工學院校長