建设“金课”是提高通识教育质量的关键
|
摘要
建设优质通识课程是提高通识教育质量的关键。优质通识课程的设计要与通识教育目标相一致,这要求任课教师对课程涉及的知识内容有更深刻的理解。优质通识课程要有高质量的教学,这要求采用"学生中心"的教学方法,且对学生提出有挑战性的要求。建设优质通识课程的关键是高水平的教师愿意开设通识课程,且愿意在这些课程上花费时间和精力,这需要学校人事管理政策和资源分配政策的支持。
The construction of high-quality general education courses is the key to improving the quality of general education. The design of high-quality general education courses should be consistent with the goal of general education, which requires faculty to have a deeper understanding of the knowledge involved in the course. High-quality general education courses require high-quality teaching, which cannot be separated from student-centered teaching methods and challenging requirements for students. The key to building high-quality general education courses is that high-level faculty are willing to offer general education courses and spend time and energy on these courses, which needs the support from personnel management policies and resource allocation policies of the university.
The construction of high-quality general education courses is the key to improving the quality of general education. The design of high-quality general education courses should be consistent with the goal of general education, which requires faculty to have a deeper understanding of the knowledge involved in the course. High-quality general education courses require high-quality teaching, which cannot be separated from student-centered teaching methods and challenging requirements for students. The key to building high-quality general education courses is that high-level faculty are willing to offer general education courses and spend time and energy on these courses, which needs the support from personnel management policies and resource allocation policies of the university.
引文
[ 1 ] 张翼星.北京大学通选课的现状、问题和建议[J].现代大学教育,2011(2):96-101.
[ 2 ] 吴岩.建设中国“金课”[J].中国大学教学,2018(12):4-9.
[ 3 ] 陆一.通识教育核心课程质量监测诊断:“高能课”与“吹水课”的成因分析与甄别[J].复旦教育论坛,2017,15(3):53-60.
[ 4 ] 黄坤锦.美国大学的通识教育:美国心灵的攀登[M].北京:北京大学出版社,2006:131.
[ 5 ] 教育部关于加快建设高水平本科教育全面提高人才培养能力的意见[EB/OL].(2018-10-17)[2019-04-05].http://www.moe.gov.cn/srcsite/A08/s7056/201810/t20181017_351887.html.
[ 6 ] 陆国栋.治理“水课”,打造“金课”[J].中国大学教学,2018(9):23-25.
[ 7 ] 卡莉·菲奥莉娜.人生是浓缩精华的过程[J].许维坚,译.运输经理世界,2005(1):88-90.
[ 8 ] 徐显明.关于中国的法治道路[EB/OL].(2018-10-02)[2019-04-05].http://www.sohu.com/a/257064097_671251.
[ 9 ] 李志义.“水课”与“金课”之我见[J].中国大学教学,2018(12):24-29.
[10] 潘懋元.高等教育学讲座[M].北京:人民教育出版社,1993:11.
[11] 李学兰,王晓东,林上洪.基于有效教学的大学通识核心课程质量标准[J].宁波大学学报(教育科学版),2018,40(5):115-119.
[ 2 ] 吴岩.建设中国“金课”[J].中国大学教学,2018(12):4-9.
[ 3 ] 陆一.通识教育核心课程质量监测诊断:“高能课”与“吹水课”的成因分析与甄别[J].复旦教育论坛,2017,15(3):53-60.
[ 4 ] 黄坤锦.美国大学的通识教育:美国心灵的攀登[M].北京:北京大学出版社,2006:131.
[ 5 ] 教育部关于加快建设高水平本科教育全面提高人才培养能力的意见[EB/OL].(2018-10-17)[2019-04-05].http://www.moe.gov.cn/srcsite/A08/s7056/201810/t20181017_351887.html.
[ 6 ] 陆国栋.治理“水课”,打造“金课”[J].中国大学教学,2018(9):23-25.
[ 7 ] 卡莉·菲奥莉娜.人生是浓缩精华的过程[J].许维坚,译.运输经理世界,2005(1):88-90.
[ 8 ] 徐显明.关于中国的法治道路[EB/OL].(2018-10-02)[2019-04-05].http://www.sohu.com/a/257064097_671251.
[ 9 ] 李志义.“水课”与“金课”之我见[J].中国大学教学,2018(12):24-29.
[10] 潘懋元.高等教育学讲座[M].北京:人民教育出版社,1993:11.
[11] 李学兰,王晓东,林上洪.基于有效教学的大学通识核心课程质量标准[J].宁波大学学报(教育科学版),2018,40(5):115-119.