本研究旨在運用教與學研究的概念反思國內大學透過教學獎補助辦法提升教師教學效能的作法。本研究首先探討教與學研究的內涵、實務作法及相關研究，並運用文件分析法彙整分析國內大學之教學創新獎勵辦法、教材教具研發獎勵辦法及學術研究獎勵辦法，以瞭解大學鼓勵教學創新與發展的作法、內容及要求，再進一步討論國外所推廣之概念與我國大學教學獎補助作法的異同。研究結果發現，我國大學以教材研發與創新教學為主要的教學獎補助項目，並以課程設計與教學規劃的方式及學生受益情形做為審查重點，獲得教學獎補助教師通常被要求繳交成果報告及公開分享成果。教與學研究成果鮮少納入獎補助項目，教學的研究過程與研究方法亦鮮少列為審查重點，教師較少被要求將教學研究過程撰寫成學術論文發表。如果我國高等教育欲推廣教與學研究，建議可將教與學研究成果做為教學創新與教材研發的獎補助項目之一，將研究過程與方法列為審查原則，鼓勵有興趣的教師將教學創新結果撰寫成學術論文發表，投入教與學研究行列。學術界宜提供且開發教與學研究相關學術研究期刊，建立教師教與學研究觀念，做為推動教與學研究之基礎。
The purpose of the study is to explore the ways in which universities in Taiwan improve the effectiveness of teaching by grants and how they reward innovative teaching practice, and to analyze these ways based on the concept of Scholarship of Teaching and Learning (SoTL). To achieve this purpose, the study collected documents related to teaching innovation grant projects, teaching material development grant projects, and projects which were granted scholarships and rewards of 118 universities in Taiwan and analyzed these documents based on the concept of SoTL. The results showed that Taiwan's universities encourage measurable and apparent teaching results through grants. Universities ask the teachers who receive grants to share their experience and make it available to the public, but they still do not require it to be published as a paper which can be critiqued and reviewed by peers. If we want to carry out SoTL in Taiwan's higher education, universities should add a grant procedure in their rules that encourages teachers to use research methods to explore their teaching, record and analyzed the process as a scholarly paper, and make an attempt to publish it in academic journals. Academia needs to offer journals which focus on SoTL to offer teachers a place to publish their work, and to establish teachers' concept of SoTL through teaching development activities.
