理性认识学分制——基于中美两国学分制发展的比较研究

To Understand Credit System Rationally-the Comparative Study Based on the Development of Credit System of China and U.S.A.

美国的学分制经历了自由学分制、限制学分制和弹性学分制三个阶段,是借鉴德国教育经验与本国实用主义教育思想相结合,不断适应美国高等教育发展实际需要的产物。在我国,由于受教育产业化思潮等因素的影响,缺乏相应的教育理念支撑以及制度建设的滞后,学分制在实际运行过程中产生了诸多误区。因此,我们必须站在国际化大背景下,以全球化的视野审视和推进学分制教学改革的方向和内容,消除认识上的误区,在完全学分制的理念下积极探索符合国情和校情的学分制,以"整体多元论"为指导推进学分制改革并不断完善学分制的实施细则。

American credit system has gone through the three phases： free credit system, restrictive credit system, and elastic credit system, which combined German educational experience and its pragmatic educational ideas and adapt to demand of development of American higher education. In China, there are some misconceptions in the process of implementing the credit system because of the influence of such factors as trend of industrialization of education, lacking corresponding educational philosophy and lagging behind of institutional improvement. Therefore, we must examine and push forward the teaching reform of credit system in the context of internationalization from the perspective of globalization, clearing up the misconceptions of understanding. We make efforts to explore the credit system consistent with Chinese conditions and the universities＇ situation, based on the concept of the complete credit system. Under the conduct of ＂Overall Pluralism＂, we push forward the reform of credit system and continuously perfect the rules for implementation of credit system.