摘要
为应对国际竞争、化解国内就业压力,国家提出了培养创新人才的战略,高校创新教育成为时下热点。但创新人才培养成效并不理想,其原因十分复杂,创新教育课程问题当属其中之一。有研究指出,高校虽然建立了创新课程体系,但专业理论课、专业实践课和创造学等课程的实施均面临不少困难。对此,如果从知识观角度出发,援引哲学领域的本体论研究与知识理论研究对创新课程问题进行分析,便可发现其困境源于对建构主义知识观的贬抑与曲解。当下传统知识观仍占统治地位,基于实证主义与后实证主义本体论的传统知识观尊崇客观理论知识而忽略知识的情境性,因而并不能满足当下对创新人才的素质要求。传统知识观的地位又为知识中心主义倾向所强化。建构主义知识观虽有利于培养创新人才所必备的情境知识与实践能力,但由于传统知识观的壁垒,难以发挥其作用。不少学者对建构主义可能扰乱正常知识秩序的顾虑使建构主义知识观未获鼎力声援。此问题并非建构主义本身的致命顽疾,可能只是由于实践缺陷所致。这两方面问题可连带解决,改变需要自下而上发生,以实践带动观念。其关键在于对创新课程做出具体细致的引领与规范,从指导专业实践入手,保证专业实践及反思质量,从而全面摆脱创新课程实施的困境。
Faced with the domestic employment challenge and international competition,China has put forward to cultivate innovative talents,so the innovation education in higher institutions has become the hot topic.Yet part of the reason for the unsuccessful innovative talents training lies in the innovation curriculum. Starting with the view of knowledge,the ontology study and the knowledge theory study in the philosophy are used to analyze the problem,and it shows that the dilemma of the innovation curriculum comes from the compression and misunderstanding of the construction view of knowledge. The traditional view of knowledge dominates at present,in which the positivism and post- positivism in the traditional view of knowledge respect the objective theory knowledge while neglect the real situation of the knowledge,which could not meet the quality requirement of the innovative talents at present. The traditional knowledge view is dominated and stressed by the knowledge centrism. Though the constructive knowledge view can help to cultivate the necessary context knowledge and practicing abilities of innovation talents,because of the blocking of the traditional knowledge view,it could not be in a position of the class. Also the scholars are afraid that the constructive knowledge will interrupt the order of normal knowledge which lead to no support. But the worry isn’t the fatal weakness of the constructivism,just for the weakness in the practice. Both of the two the problems can be solved from the bottom to the top,using the practice to promote the concept. The key is the specific and detailed guidance and regulation of the innovation curriculum,starting with specific professional practice,to ensure the professional practice and reflection quality,which could influence the theory class,in order to improve the dilemma of innovation curriculum implementation.
出处
《重庆高教研究》
2016年第1期65-71,共7页
Chongqing Higher Education Research
关键词
创新教育
课程
本体论
传统知识观
建构主义知识观
innovative education
curriculum
ontology
the traditional view of knowledge
the constructi vist’s view of knowledge
