摘要
世界一流大学创新人才培养是通过贯穿本科四年的一系列结构严谨的课程体系得以实现的,其中新生研讨课、通识教育课程、本科生科研、大四顶峰课程等"四大类"特殊课程计划发挥了重要作用。它们与专业课相互支持,使本科四年的课程体系循序渐进、体系完整,使创新能力和批判性思维的教育目标得到了保证。相比较而言,我国的课程问题反映出我们需要从文化传统上对知识观进行反思。
Innovative talent training in world first - class universities is fulfilled by a series of courses of knitted structure offered during four undergraduate years, among which, the special courses like freshman seminars, general education courses, scientific researches conducted by undergraduates, and senior courses play a significant role. These courses and specialty courses complement each other, making the course system run smoothly, and ensuring the educational aims of innovative ability and critical thinking. However, the problems of courses in China suggest that our view on knowledge has to review from the aspect of cultural tradition.
出处
《高等理科教育》
2010年第5期67-72,共6页
Higher Education of Sciences
基金
江苏省教育科学"十一五"规划重大课题"江苏高等教育教学制度改革与质量提高的研究"阶段性成果(项目编号:A12006103)
关键词
美国
一流大学
课程连贯性
课程梯度
文化传统
学科与专业
America
first - class university
course continuity
course gradient
cultural tradition
discipline and specialty
