摘要
大学本科教育需要打破传统的"基础课、专业基础课、专业课"模式,在课程结构中进行功能分类和政策设计,逐步减少以一个模子"塑造"人,逐步激发学生自主意识;在课程理念上变考生为学生、变教师为导师、变教材为参考书,有利于实现学生智慧和人格的全面发展。本文结合浙江大学通识、大类、专业梯次课程的架构以及近年来相应系列核心课程提升建设的探索与实践,提出了一种当今大学课程变革的新模式,并通过三类系列核心课程的建设与试运行,创新了课程建设的路径,对"谁来教"、"教什么"、"怎么教"、"怎么学"和"怎么评"等几个核心的课程问题作了回答,从而使"面向成长的人"作为大学的理念落到实处,有助于实现学生的精神成长与专业发展的和谐统一。
Undergraduate education needs to break the traditional model of ＂introductory courses, professional introductory courses and professional courses＂; conduct functional classification and policy design in the curriculum structure, gradually weaken the idea of molding students in only one way and gradually stimulate students＂ independent consciousness. New curriculum concepts turn examinees into students, teachers into mentors, teaching materials into reference books, which is conducive to the overall development of the students＇ intelligence and personality. Based on the course structure of common knowledge, general knowledge and professional knowledge and on the exploration and practice on the promotion and construction of related core curriculum of Zhejiang University, this paper proposes a new model for university curriculum reform nowadays. Through the construction and trial operation of three core curricula, this paper innovates the path of new course construction and responds to such core curriculum questions as ＂who to teach＂, ＂what to teach＂, ＂how to teach＂, ＂how to learn＂ and ＂how to evaluate＂ so that the ＂growth-oriented＂ university idea could be put into practice, which helps to realize harmony and unity of the student＇s spiritual growth and professional development.
出处
《高等工程教育研究》
CSSCI
北大核心
2014年第3期85-94,共10页
Research in Higher Education of Engineering
