1990年，针对美国大学教师评价和奖励体制中存在的重科研、轻教学进而造成本科生教学质量下降的情况，卡内基基金会前主席厄内斯特•博耶在《学术反思——教授的工作重点》一书中提出，要扩大学术的内涵，使其包括四种相互关联又互有重叠的部分，这就是发现的学术、应用的学术、综合的学术和教学学术。博耶强调：教学不仅仅是一项技能，教学也需要进行研究，也是学术的一种。在这里博耶首次在大学思想史上将教学纳入学术范畴。由于博耶提出的大学教学学术思想适应了当代美国社会的需要，得到广大教师和大学的热烈响应和积极实践，并最终在博耶的继任者李•舒尔曼领导的卡内基基金会的推动下发展成为颇有影响的大学教学学术运动。 本文根据帕森斯社会系统论对美国大学教学学术运动进行研究。在经过对美国大学教学学术运动外部环境以及教学学术运动的整个系统：思想层面和实践层面的详细分析后，梳理出美国大学教学学术运动主要具有以下特点：思想的创新性、影响的国际性、组织的非官方性、实践的探索性和参与院校和教师类型的全面性。作为一个行动系统的美国大学教学学术运动的四个子系统分别是：创造、保持和发展教学学术思想的行动；教师评价标准和奖励机制；学术性教学；培养和吸收实践教学学术的教师，这四个子系统分别执行维模、整合、达鹄和适应功能。美国大学教学学术运动行动系统在四个功能方面发展都还不太完善，但它拥有存在和发展的必要性和可能性。究其原因是由于美国大学教学学术运动作为一个行动系统能够通过与构成它的外界环境——美国大学功能-职能系统和教师发展系统的互动中获得支持和进一步发展，因为它的存在能够很好的满足外界环境的需要。本研究使用了跨学科综合研究方法，具体采用了文献法、比较法和案例法等研究方法。研究发现：1、大学教学学术思想在大学思想史上首次将教学视为一种学术，将其和研究统一于它们的上位概念“学术”，丰富了学术的内涵，消解了教学与科研在大学中传统的二元对立关系，给教学以重新的认识。2、美国大学教学学术运动的思想要求研究型大学要对自己作为一个教学和研究机构的使命有更加全面的认识，即研究型大学永远不要认为它现在教学采用的方法是最好的，不需要再进行研究。本科教学是道德的事业，研究型大学只有将大学教学的过程作为研究的对象，将它们放在本应该属于它们的学术的中心，才能成为一个有道德的团体。3、美国大学教学学术运动能够在理论和实践上使大学教师的教学工作得到更全面、更合理的、更具有创造性的理解，使大学教师的“实践智慧”和专业发展得到应有的承认和支持，使大学校园内产生一种新的“教学文化”，实现教学在大学中地位的深刻转变。4、美国大学教学学术运动能够充分调动教师在提高自身教学质量方面的积极性。在实践教学学术的过程中，教师是主体，教师从自己的教学实践中，提取出问题进行深入研究，并与同行进行讨论分享，让自己的方法获得承认，从而更好地指导自己的教学实践，提高教学质量。最后，本文指出研究美国大学教学学术运动对我国高等教育更好地理解教学和科研的关系、提高高等教育教学质量、促进大学教师发展和建设创新型国家分方面具有深刻的思想启发价值与实践借鉴意义。

In 1990，Boyer argues in his influential book Scholarship Reconsidered: Priorities of the Professoriate that the current faculty reward structure fails to reflect the range of professional activities that faculty perform, as this structure counts research as the most legitimate and preferred type of scholarship, and this giving rise to the public attention on undergraduate teaching. In this circumstance, Boyer calls to broaden the meaning of scholarship beyond discovery to include application, integration, and teaching. Boyer is clear, however, that this call for the expansion of the definition of scholarship is not a call for greater balance between teaching and research in the faculty reward structure. Rather, his argument calls for ascribing scholarly legitimacy to the full range of academic work. Boyer insists that teaching is not only a set of skills, but a kind of scholarship that needs to be investigated. What Boyer suggests perfectly meets the needs of American society and many campuses and scholars resonated with this philosophy, campus that was sensitive to mission and complexity reexamined their structure, rewards, and culture, scholars published hundreds of articles and books about scholarship reconsidered. All these lead to the scholarship of teaching movement in America.This thesis is based on the Structural Functionalism proposed by Talcott Parsons. After the analysis of the external environment of the SoTL movement and the SoTL movement as a system, the author draws on that the SoTL movement in the U.S. has the following characteristics: the innovative of thought, the internationalization of influence, the non-government of its organization, the indetermination of its practice, and the inclusive of its participation. As a function system, the four sub-systems of the SoTL movement are creating, maintenaning and developing the thought of scholarship of teaching as Pattern Maintenance function, faculty evaluation and reward system as Integration, scholarly teaching as Goal Attainment, and training pre-service faculty and encouraging novice and experienced faculty as Adaptation. Though these four functions in the SoTL movement system is not very well developed, the SoTL movement system still has the potential to exist and develop, due to the needs of its external environment, the American university system and faculty development system. Through using method of historical documents, comparative method, and case study in this research, this thesis draws on the following conclusion, that 1. The idea of university was enriched by the thought of scholarship of teaching. In the concept of scholarship of teaching, teaching and research were unionized under the concept of scholarship thus eliminated the tired old saying of teaching vs. research in the university.2. The SoTL movement in America calls the research university to reexamine its mission as a teaching and research institute, and improve its way of teaching constantly and put it in the inner circle of scholarship.3. The SoTL movement in America gives us a more inclusive, more reasonable way of understanding of faculty’s teaching activity which could shift the status of teaching on campus.4. The SoTL movement could stimulate the faculty’s passion on teaching, thus gives the undergraduate teaching a sustainable improvement.All in all, the movement of scholarship of teaching in the U.S. developed a new angle for us in China on the relationship between teaching and research, and set us a good example on how to improve university teaching and faculty development.