本科人才培养目标系统及其一致性建构
|
摘要
本科人才培养目标系统由学校人才培养目标、专业人才培养目标和课程教学目标构成,每一层次目标可分为一般目标和具体目标。学校人才培养目标规定了本科的整体要求,专业人才培养目标体现了专业特点,课程教学目标是实现学校人才培养目标和专业人才培养目标的基础。三个层次培养目标在逻辑上相互联系,层次上逐级分解,共同构成了一致性本科人才培养目标系统。本科人才培养目标系统建构必须体现这种一致性,并根据每个层次培养目标的内涵、特征和具体化要求采取不同的设计策略。
The undergraduate education objective system is composed of the university education objectives, the major objectives and the curriculum objectives, and objectives of each level may be divided into the general objectives and the concrete objectives. The university education objectives are the overall provisions of undergraduate education, the major objectives present the professional characteristics, and the curriculum objectives are the basis for achieving the objectives of the university and the major. The three levels of objectives are logically related to each other, and constitute a consistent objectives system of undergraduate education. The construction of undergraduate education objectives system must maintain this consistency and different design strategies should be adopted for the formation of objectives of each level according to their connotation, characteristics and specific requirements.
The undergraduate education objective system is composed of the university education objectives, the major objectives and the curriculum objectives, and objectives of each level may be divided into the general objectives and the concrete objectives. The university education objectives are the overall provisions of undergraduate education, the major objectives present the professional characteristics, and the curriculum objectives are the basis for achieving the objectives of the university and the major. The three levels of objectives are logically related to each other, and constitute a consistent objectives system of undergraduate education. The construction of undergraduate education objectives system must maintain this consistency and different design strategies should be adopted for the formation of objectives of each level according to their connotation, characteristics and specific requirements.
引文
[1][17]Martha L.A.Stassen,Kathryn Doherty,Mya Poe.Program-Based Review and Assessment:Tools and Techniques for Program Improvement[M].Office of Academic Planning & Assessment of Massachusetts Amherst University,2001:9,11.
[2]眭依凡.杰出人才培养:大学必须守持学术理性[J].中国高教研究,2012(12):1-12+25.
[3]Higher Education Council (HEC).Achieving quality[R].Canberra:Australian Government Publishing Service,1992:20.
[4][5][34][36]Simon C.Barrie.A Research-based Approach to Generic Graduate Attributes Policy[J].Higher Education Research & Development,2004,23(3):261-275.
[6]Hill J.,Walkington H..Developing Graduate Attributes Through Participation in Undergraduate Research Conferences[J].Journal of Geography in Higher Education,2016,40(2):222-237.
[7]卢晓东,陈孝戴.高等学校“专业”内涵研究[J].教育研究,2002(7):47-52.
[8]顾明远.教育大辞典(第三卷)[K].上海:上海教育出版社,1991:26.
[9][11]王伟廉.高等学校本科课程编制的层次问题[J].高等教育研究,2002(5):64-68.
[10]教育部.教育部关于印发《普通高等学校本科专业目录(2012)》《普通高等学校本科专业设置管理定》等文件的通知[EB/OL].(2012-10-12)[2018-12-26].http://www.chinagwy.org.
[12]张恩德.地方高校专业培养目标的问题检视与对策[J].中国高等教育评估,2015,26(4):29-33.
[13][37]迈克尔·密里根,乔伟峰,王孙禺.服务公众保障质量激励创新——ABET工程教育认证概述[J].清华大学教育研究,2015(1):21-27.
[14][23][26][35][40](澳)约翰·比格斯,凯瑟琳·唐.卓越的大学教学——构建教与学的一致性(第四版)[M].王颖,丁妍,高洁,译.上海:复旦大学出版社,2015:84,56,82,83,81-88.
[15]Bowe B.,Fitzmaurice M..Guide to Writing Learning Outcomes[M].Dublin:Dublin Institute of Technology,2011:4.
[16]University of Central Florida.Program Assessment Handbook Guidelines for Planning and Implementing Quality Enhancing Efforts of Program and Student Learning Outcomes[EB/OL].[2018-11-29].http://oeas.ucf.edu/doc/acad_assess_handbook.pdf.
[18]张等菊,扈中平.对层次教育目的的思考[J].教育科学,2001(4):1-3.
[19]谷秀娥.科学课程目标研究[D].大连:辽宁师范大学,2001:4.
[20]Norman E.Gronlund,Susan M.Brookhart.Gronlund’s Writing Instructional Objectives(Eighth Edition)[M].Columbus:Pearson,2009:3.
[21](美)布卢姆.教育目标分类学(第一分册,认知领域)[M].罗黎辉,等译.上海:华东师范大学出版社,1986:6.
[22](美)洛林·W.安德森,等.布卢姆教育目标分类学(修订版):分类学视野下的学与教及其测评[M].蒋小平,张琴美,罗晶晶,译.北京:外语教学与研究出版社,2009:21.
[24](美)罗伯特·J.马扎诺,约翰·S.肯德尔.教育目标的新分类学(第二版)[M].高凌飚,吴有昌,苏峻,译.北京:教育科学出版社,2012.
[25]Bowe B.,Fitzmaurice M..Guide to Writing Learning Outcomes[M].Dublin:Dublin Institute of Technology,2011:4.
[27]徐海涛.中国地方性教学型大学组织整合机制的案例研究[J].高等教育研究,2006(1):64-69.
[28]于岩.中外大学使命的演变与人才培养的目标[J].当代教育理论与实践,2018(4):136-139.
[29]周廷勇,熊礼波.西方大学使命的变迁及其历史效果[J].现代大学教育,2009(2):48-55+112.
[30][31](美)克拉克·克尔.高等教育不能回避历史——21世纪的问题[M].王承绪,译.杭州:浙江教育出版社,2001:199-200,205.
[32]金耀基.世纪之交谈大学的理念[J].世界教育信息,2000(3):11-16.
[33]Bennett,N.,Dunne,E.,Carre,C.Patterns of Core and Generic Skill Provision in Higher Education[J].Higher Education,1999(37):71-93.
[38]教育部介绍《普通高等学校本科专业类教学质量国家标准》有关情况[EB/OL].(2018-01-30)[2018-02-18].http://www.gov.cn/xinwen/2018-01/30/content_5262462.htm#1
[39](美)托马斯·A·安吉洛,K·帕特丽夏·克罗斯.课堂教学评价技巧——大学教师手册(第二版)[M].唐艳芳,译.杭州:浙江大学出版社,2006:16.
[41](美)罗伯特·M·戴尔蒙德.课程和课程体系的设计和评价使用指南[M].徐辉,译.杭州:浙江大学出版社,2006:40,106.
[42]巩建闽,萧蓓蕾,董文娜.课程矩阵:一个课程体系设计分析框架探析[J].高等工程教育研究,2014(6):178-184.
[2]眭依凡.杰出人才培养:大学必须守持学术理性[J].中国高教研究,2012(12):1-12+25.
[3]Higher Education Council (HEC).Achieving quality[R].Canberra:Australian Government Publishing Service,1992:20.
[4][5][34][36]Simon C.Barrie.A Research-based Approach to Generic Graduate Attributes Policy[J].Higher Education Research & Development,2004,23(3):261-275.
[6]Hill J.,Walkington H..Developing Graduate Attributes Through Participation in Undergraduate Research Conferences[J].Journal of Geography in Higher Education,2016,40(2):222-237.
[7]卢晓东,陈孝戴.高等学校“专业”内涵研究[J].教育研究,2002(7):47-52.
[8]顾明远.教育大辞典(第三卷)[K].上海:上海教育出版社,1991:26.
[9][11]王伟廉.高等学校本科课程编制的层次问题[J].高等教育研究,2002(5):64-68.
[10]教育部.教育部关于印发《普通高等学校本科专业目录(2012)》《普通高等学校本科专业设置管理定》等文件的通知[EB/OL].(2012-10-12)[2018-12-26].http://www.chinagwy.org.
[12]张恩德.地方高校专业培养目标的问题检视与对策[J].中国高等教育评估,2015,26(4):29-33.
[13][37]迈克尔·密里根,乔伟峰,王孙禺.服务公众保障质量激励创新——ABET工程教育认证概述[J].清华大学教育研究,2015(1):21-27.
[14][23][26][35][40](澳)约翰·比格斯,凯瑟琳·唐.卓越的大学教学——构建教与学的一致性(第四版)[M].王颖,丁妍,高洁,译.上海:复旦大学出版社,2015:84,56,82,83,81-88.
[15]Bowe B.,Fitzmaurice M..Guide to Writing Learning Outcomes[M].Dublin:Dublin Institute of Technology,2011:4.
[16]University of Central Florida.Program Assessment Handbook Guidelines for Planning and Implementing Quality Enhancing Efforts of Program and Student Learning Outcomes[EB/OL].[2018-11-29].http://oeas.ucf.edu/doc/acad_assess_handbook.pdf.
[18]张等菊,扈中平.对层次教育目的的思考[J].教育科学,2001(4):1-3.
[19]谷秀娥.科学课程目标研究[D].大连:辽宁师范大学,2001:4.
[20]Norman E.Gronlund,Susan M.Brookhart.Gronlund’s Writing Instructional Objectives(Eighth Edition)[M].Columbus:Pearson,2009:3.
[21](美)布卢姆.教育目标分类学(第一分册,认知领域)[M].罗黎辉,等译.上海:华东师范大学出版社,1986:6.
[22](美)洛林·W.安德森,等.布卢姆教育目标分类学(修订版):分类学视野下的学与教及其测评[M].蒋小平,张琴美,罗晶晶,译.北京:外语教学与研究出版社,2009:21.
[24](美)罗伯特·J.马扎诺,约翰·S.肯德尔.教育目标的新分类学(第二版)[M].高凌飚,吴有昌,苏峻,译.北京:教育科学出版社,2012.
[25]Bowe B.,Fitzmaurice M..Guide to Writing Learning Outcomes[M].Dublin:Dublin Institute of Technology,2011:4.
[27]徐海涛.中国地方性教学型大学组织整合机制的案例研究[J].高等教育研究,2006(1):64-69.
[28]于岩.中外大学使命的演变与人才培养的目标[J].当代教育理论与实践,2018(4):136-139.
[29]周廷勇,熊礼波.西方大学使命的变迁及其历史效果[J].现代大学教育,2009(2):48-55+112.
[30][31](美)克拉克·克尔.高等教育不能回避历史——21世纪的问题[M].王承绪,译.杭州:浙江教育出版社,2001:199-200,205.
[32]金耀基.世纪之交谈大学的理念[J].世界教育信息,2000(3):11-16.
[33]Bennett,N.,Dunne,E.,Carre,C.Patterns of Core and Generic Skill Provision in Higher Education[J].Higher Education,1999(37):71-93.
[38]教育部介绍《普通高等学校本科专业类教学质量国家标准》有关情况[EB/OL].(2018-01-30)[2018-02-18].http://www.gov.cn/xinwen/2018-01/30/content_5262462.htm#1
[39](美)托马斯·A·安吉洛,K·帕特丽夏·克罗斯.课堂教学评价技巧——大学教师手册(第二版)[M].唐艳芳,译.杭州:浙江大学出版社,2006:16.
[41](美)罗伯特·M·戴尔蒙德.课程和课程体系的设计和评价使用指南[M].徐辉,译.杭州:浙江大学出版社,2006:40,106.
[42]巩建闽,萧蓓蕾,董文娜.课程矩阵:一个课程体系设计分析框架探析[J].高等工程教育研究,2014(6):178-184.