摘要
"完全学分制"存在着语义学上的逻辑悖论,在制度理性上不可能,在现实中也不存在。而"学年学分制"中对修业年限的规定损害了学分制的精神实质,最终必然滑向学年制。高校学分制改革中的上述认识误区产生于极端化的思维方式、两极对立的思维方式和实体性的思维方式。相应的对策是进行思维方式的改造,并作好实施学分制的各种准备。
Complete credit system has illogicality in semantics. It is impossible on system, and does not exist in reality. While the limited term of academic-year credit system impairs the essence of credit systems and will ultimately slide to the academic-year system. These epistemological mistakes originate from three wrong modes of thinking which are extremely mode of thinking, the two poles mode of thinking and substantial mode of thinking. Correspondingly, we need remaking our mode of thinking and making every preparation for enforcement of credit system.
出处
《高等教育研究》
CSSCI
北大核心
2005年第1期74-77,共4页
Journal of Higher Education
基金
教育部"十五"规划重点课题"提高高等教育质量与效益的理论与实践"的系列研究成果之一
关键词
完全学分制
学年学分制
思维方式
complete credit system
academic-year credit system
mode of thinking
