麻省理工学院课程教学一体化述评——以人类学课程教学为例
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摘要
麻省理工学院的课程教学成效显著,主要表现为课程设计、教学过程、课程教学目标、课程设置一体化,且与整体人才培养目标高度融合。其中,人才培养目标强调开阔学生视野,培育领导者和世界公民;课程设置高度关注时代的迫切问题,反思现实存在,洞见终极存在;教学过程注重培养学生以创新思维为主的关键性能力,为有意义的人生奠基。三者相互衔接,融汇一体,致力于学校的共同使命。
The curriculum teaching of Massachusetts Institute of Technology(MIT) has achieved great success in the integration of curriculum design,the teaching process,curriculum teaching objectives,curriculum setting and the cultivating objectives.Cultivating objectives put an emphasis on broadening the eyesight of the students,cultivating leaders and global citizen;curriculum setting focused on the urgent issues of the present time and on the reflection of realities and the insight of ultimate being;teaching process aims to foster key abilities which mainly include creative thinking,in order to lay a foundation of a meaningful life.These three aspects interacted with each other for the common mission of MIT.
The curriculum teaching of Massachusetts Institute of Technology(MIT) has achieved great success in the integration of curriculum design,the teaching process,curriculum teaching objectives,curriculum setting and the cultivating objectives.Cultivating objectives put an emphasis on broadening the eyesight of the students,cultivating leaders and global citizen;curriculum setting focused on the urgent issues of the present time and on the reflection of realities and the insight of ultimate being;teaching process aims to foster key abilities which mainly include creative thinking,in order to lay a foundation of a meaningful life.These three aspects interacted with each other for the common mission of MIT.
引文
[1]史蒂夫·乔布斯.用思想改变世界[M].北京:北京联合出版公司,2011.
[2]费尔南多·萨瓦特尔.哲学的邀请——人生的追问[M].林经纬,译.北京:北京大学出版社,2007.
[3]School of Humanities,Art and Social Sciences[EB/OL].(2012-05-11)[2018-12-04].http://web.mit.edu/catalog/overv.chap3- gir.html#restr.2012- 05-11.
[4]朱清时.21 世纪高等教育改革与发展 ——国外部分大学本科教育改革与课程设置[M].北京:高等教育出版社,2002:217.
[5]联合国教科文组织.反思教育:向“全球共同利益”的理念转变?[M].北京:教育科学出版社,2017:1.
[6]顾明远.对教育本质的认识[EB/OL].(2018-01-15)[2018-12-04].http://news.youth.cn/jy/201601/t20160105_7491337.htm.2016-01-05.
[7]哈佛大学校长:中国大学日益察觉人文教育的必要性[EB/OL].(2016-01-29)[2018-12-04].http://china.caixin.com/2016-01-29/100905293.html.2016-01-29.
[8]崔军,汪霞.本科教学质量保障:麻省理工学院的教学促进系统[J].中国高教研究,2013,(11):52.
[9][10]陈飞虎.大学教育智慧论[M].北京:教育科学出版社,2016:89,86.
[2]费尔南多·萨瓦特尔.哲学的邀请——人生的追问[M].林经纬,译.北京:北京大学出版社,2007.
[3]School of Humanities,Art and Social Sciences[EB/OL].(2012-05-11)[2018-12-04].http://web.mit.edu/catalog/overv.chap3- gir.html#restr.2012- 05-11.
[4]朱清时.21 世纪高等教育改革与发展 ——国外部分大学本科教育改革与课程设置[M].北京:高等教育出版社,2002:217.
[5]联合国教科文组织.反思教育:向“全球共同利益”的理念转变?[M].北京:教育科学出版社,2017:1.
[6]顾明远.对教育本质的认识[EB/OL].(2018-01-15)[2018-12-04].http://news.youth.cn/jy/201601/t20160105_7491337.htm.2016-01-05.
[7]哈佛大学校长:中国大学日益察觉人文教育的必要性[EB/OL].(2016-01-29)[2018-12-04].http://china.caixin.com/2016-01-29/100905293.html.2016-01-29.
[8]崔军,汪霞.本科教学质量保障:麻省理工学院的教学促进系统[J].中国高教研究,2013,(11):52.
[9][10]陈飞虎.大学教育智慧论[M].北京:教育科学出版社,2016:89,86.