摘要
中国特色的国别区域研究人才培养需回答好"培养什么样的国别区域研究人才""如何培养国别区域研究人才"以及"为谁培养国别区域研究人才"这三个根本问题,分别涉及人才培养的规格、路径和目的。国别区域研究人才培养的规格应形成"六要素"体系,培养路径应围绕教育"供给侧"改革这一关键。以外语学科为例,其开展国别区域研究人才高质量培养的"供给侧"改革应包括六个方面,即设置渐进式的培养目标、开设多元化的课程体系、注重参与式的研究体验、提供多类型的资源支持、改变单维度的师资知识结构和打破传统式的组织壁垒。国别区域研究人才培养的目的应服务于中国推进对外战略和构建人类命运共同体的需要,为此,需开展课程思政并纳入一定比例的中国国情课。
The cultivation of area studies talents with Chinese characteristics needs to answer three fundamental questions:“what kind of area studies talents to cultivate”,“how to cultivate”and“for whom to cultivate”,which respectively involve the specifications,paths and purposes of talent cultivation.This paper proposes that the specification system should include six elements,and the cultivation paths should focus on the key of“supply side”reform of education.By taking foreign language majors which are currently training area studies talents in a large-scale and institutionalized way as an example,the paper points out that the“supply side”reform should include six aspects,namely,setting up phased objectives,opening diversified curriculum system,shaping students’ participatory research experience,providing multi types of resource support,and also changing teachers’ single-dimension knowledge structure,breaking the traditional organizational barriers;for the purposes of talent cultivation,it should meet the needs of the promotion of China’s foreign strategy and the construction of a community with a shared future for mankind,so it is necessary to carry out curriculum ideological and political education and add a certain proportion of courses about Chinese national conditions.
作者
陈杰
Chen Jie(School of International Studies,Sun Yat-Sen University,Zhuhai 519000)
出处
《教育发展研究》
CSSCI
北大核心
2021年第21期40-46,共7页
Research in Educational Development
基金
2020年度广东省高等教育教学改革项目“多语种、全体系国别和区域教材开发研究”(202005)
2019年度广东省高等教育教学改革项目“‘一带一路’沿线语种国别区域研究人才培育:模式与路径”(2019016)的部分成果。
