本科教育模式演进的知识逻辑
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摘要
知识与大学有着天然的联系。作为大学的固本之基,本科教育的产生与发展遵循知识逻辑。知识型主要有三种:形而上学知识型、科学知识型、文化知识型。在前现代社会,形而上学知识型倡导知识整体性,大学以培养社会精英为目标,强调教师主导权,以人文学科为主。在现代社会,科学知识型主张知识专业性,大学以培养专业人才为目标,学生主体性凸显,自然科学和社会科学愈加受到重视。在后现代社会,文化知识型强调知识扁平化,大学注重培养学生解决问题的能力,倡导建立学习共同体。当前,每种知识型以不同形式存在,影响大学组织的发展。本科教育应遵循人格素养(形而上学知识型)—专业技能和思维(科学知识型)—解决问题的能力(文化知识型)的理路,发挥知识的育人作用,提高本科教育质量。
Knowledge and university have a natural link. As the foundation of the university, the emergence and development of undergraduate education follows the knowledge logic. There are three main types of knowledge:metaphysical knowledge, scientific knowledge, and cultural knowledge. In pre-modern society, metaphysical knowledge advocates the integrity of knowledge. Universities aim to cultivate social elites, give emphasis to the dominance of teachers, and the curriculum is mainly based on humanities. In modern society, scientific knowledge advocates professional knowledge. Universities aim to cultivate professional talents and students' subjectivity is prominent. Natural sciences and social sciences are increasingly valued, and teaching methods are innovative. In postmodern society, the cultural knowledge emphasizes the flattening of knowledge. Universities pay attention to cultivating students' ability to solve problems, and advocate the construction of learning consortiums in different fields and disciplines. At present, different types of knowledge exist in universities in different forms. In order to improve the quality of undergraduate education, personality literacy(metaphysical knowledge type)—professional skills and thinking(scientific knowledge type)—the ability to solve problems(cultural knowledge type) are different types of knowledge that should be followed to play active role.
Knowledge and university have a natural link. As the foundation of the university, the emergence and development of undergraduate education follows the knowledge logic. There are three main types of knowledge:metaphysical knowledge, scientific knowledge, and cultural knowledge. In pre-modern society, metaphysical knowledge advocates the integrity of knowledge. Universities aim to cultivate social elites, give emphasis to the dominance of teachers, and the curriculum is mainly based on humanities. In modern society, scientific knowledge advocates professional knowledge. Universities aim to cultivate professional talents and students' subjectivity is prominent. Natural sciences and social sciences are increasingly valued, and teaching methods are innovative. In postmodern society, the cultural knowledge emphasizes the flattening of knowledge. Universities pay attention to cultivating students' ability to solve problems, and advocate the construction of learning consortiums in different fields and disciplines. At present, different types of knowledge exist in universities in different forms. In order to improve the quality of undergraduate education, personality literacy(metaphysical knowledge type)—professional skills and thinking(scientific knowledge type)—the ability to solve problems(cultural knowledge type) are different types of knowledge that should be followed to play active role.
引文
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[11]李猛.在研究与教育之间:美国研究型大学兴起的本科学院问题[J].北京大学教育评论,2017(04):11.
[12]Turner,J.,&Bernard,P.The“German Model”and the Graduate School:The University of Michigan and the Origin Myth of the American University[A].In R.Geiger.(Ed.),The American College in the Nineteenth Century[C].Nashville:Vanderbilt University Press,2000:305.
[13]Clifton Conrad.The Undergraduate Curriculum:A Guide to Innovation and Reform[M].Boulder:Westview Press,1978:54.
[14]吴洪富.理性大学·学术资本大学·民主大学--大学转型的知识社会学阐释[J].高等教育研究,2012(12):12.
[15]王佳,翁默斯,吕旭峰.《斯坦福大学2025计划》:创业教育新图景[J].世界教育信息,2016(10):25.
[16][美]艾伦·布鲁姆.美国精神的封闭[M].战旭英,译.南京:译林出版社,2007:253.
[2][美]伯顿·R·克拉克.高等教育系统[M].王承绪,等译.杭州:杭州大学出版社,1994:12-13.
[3]黄福涛.外国高等教育史[M].上海:上海教育出版社,2008:10-13.
[4]石中英.知识转型与教育改革[M].北京:教育科学出版社,2001:57,63.
[5][英]约翰·亨利·纽曼.大学的理想[M].徐辉,等译.杭州:浙江教育出版社,2001:1.
[6]戚业国.对本科教育思想、模式、方法的再思考[J].中国高等教育,2009(02):48.
[7][美]亚伯拉罕·弗莱克斯纳.现代大学论--英美德大学研究[M].徐辉,等译.杭州:浙江教育出版社,2001:240.
[8]李东成.导师制:牛津和剑桥培育创新人才的有效模式[J].中国高等教育,2001(08):48.
[9]陈洪捷.德国古典大学观及其对中国大学的影响[M].北京:北京大学出版社,2002:37.
[10]Eliot,C.W.Educational Reform:Essays and Addresses[M].New York:The Century Co.1898:1.
[11]李猛.在研究与教育之间:美国研究型大学兴起的本科学院问题[J].北京大学教育评论,2017(04):11.
[12]Turner,J.,&Bernard,P.The“German Model”and the Graduate School:The University of Michigan and the Origin Myth of the American University[A].In R.Geiger.(Ed.),The American College in the Nineteenth Century[C].Nashville:Vanderbilt University Press,2000:305.
[13]Clifton Conrad.The Undergraduate Curriculum:A Guide to Innovation and Reform[M].Boulder:Westview Press,1978:54.
[14]吴洪富.理性大学·学术资本大学·民主大学--大学转型的知识社会学阐释[J].高等教育研究,2012(12):12.
[15]王佳,翁默斯,吕旭峰.《斯坦福大学2025计划》:创业教育新图景[J].世界教育信息,2016(10):25.
[16][美]艾伦·布鲁姆.美国精神的封闭[M].战旭英,译.南京:译林出版社,2007:253.