An Empirical Study On The Scientific Research Cooperation Of University Teachers From The Perspective Of Knowledge Transformation

With the rapid development of modern science and technology,the deep penetration of knowledge and economy and society,the form of knowledge and production mode have undergone a deep transformation,and "knowledge production mode 2","post-academic science","triple spiral",and "Pasteur quadrant" Different academic forms such as "academic capitalism" appeared.With the transformation of knowledge,the main mode of knowledge production and innovation has shifted from a single "disciplinary context" to an "application context".University teachers,which have gradually become the main force of knowledge production and innovation,have moved from "single soldier operations" within the discipline to multi-subject cooperation research.Knowledge transformation has resulted in new features such as ambitious research goals,broad research scale,large funding requirements,and strong interdisciplinarity.This puts forward new requirements on the process,method,results identification and transformation of university teachers' scientific research cooperation.Under this background,from the perspective of knowledge transformation,based on the definition of concepts and literature review,this study clarifies the logical relationship between knowledge transformation and university teachers' scientific research cooperation: with the transformation of knowledge,knowledge is the core Innovation-driven development came into being,and scientific research cooperation led by college teachers as the main force of scientific knowledge innovation has become the main way for innovation-driven economic and social development.Then based on this logical relationship,five characteristics that university teachers' scientific research cooperation should have in this new context are proposed: "interdisciplinary collaboration",problem context based on "social needs","diversity,heterogeneity" cooperation subjects,"Social responsibility" cooperation value orientation and "multiple subject value" cooperation results quality control standards.Through empirical research,on the one hand,based on sampling surveys,research is conducted on the actual situation and subjective willingness of university teachers' scientific research cooperation in four representative disciplines: engineering,mechanics,management,and pedagogy;On the other hand,based on the method of bibliometrics,the co-authored academic papers of the representative first-leveldisciplines in the above four subject areas are analyzed as samples.The research found that the role of scientific research cooperation in scientific research is generally recognized by university teachers,but the scientific research cooperation of university teachers is still basically in the "scientific terminology" paradigm.There are three main reasons for analyzing the causes: the difference between "seeking truth" between different disciplines,the "stability" thinking of academic research,and the "quantity" tendency of scientific research evaluation systems..In view of the above three points,this paper believes that efforts should be made in three aspects: the updating of teachers' subject concepts,the establishment of a collaborative research environment,and the improvement of the scientific research evaluation system.Scientific research cooperation is beneficial to knowledge production and innovation and economic and social development.