美国工程技术类大学“顶点课程”逻辑寻绎与重构断想——兼论本土职教本科“整全课程”设计路向

Logical Search and Speculation of Reconstruction Schemes of “Capstone Course” in Engineering and Technology Universities in America——On the Design Direction of “Full Course” of Local Vocational Undergraduate Education

因涵括综合性、协同性基因,“顶点课程”可谓美国大学工程技术教育的创举。但其“终结性”特征使学生只得拘囿于在毕业前夕获得真实的岗位训练,故而消解了该课程原初的“变革”意蕴。由此,设若在起点、内容、数量等维度完成组织逻辑、典型逻辑与延扩逻辑等层面的逻辑重构,则“顶点课程”或可拓展为更具价值的“整全课程”。而整全大学、整全教师、整全平台与整全资源等是该课程模式实现的条件基石。该研究在针对“顶点课程”逻辑剖解与重构的断想中,明晰了本土职教本科“整全课程”的设计思路与体系构想。

The“summit course”is an innovation of engineering education in American universities because of its comprehensive and synergetic genes.But because of its“finality”,students have to get real job training before graduation,which dispels the original“change”meaning of the course.Therefore,if the logic reconstruction of organizational logic,typical logic and extended logic is completed in the starting point,contents,quantity and other dimensions,the“Capstone Course”may be expanded into a more valuable“Full Course”.And the full university,the full teachers,the full platform and the full resources become the cornerstone of the realization of the course mode.The realistic significance of the study is that in the speculation of the logical analysis and reconstruction of the“capstone course”,it clarifies the design idea and system conception of the“Full Course”of local vocational undergraduate education.