荣誉学院拔尖创新人才培养的理念、困境与路径——以荣誉教育为视角

Cultivating Outstanding Innovative Talents through Undergraduate Honors Program:Ideas,Paths and Difficulties

现代荣誉教育起源于英美高等教育中精英主义教育理念的发展,其目标是专门为优秀学生设计一种个性化教育形式,以适应优秀学生多样化的学习需求。当代中国高等教育中的荣誉教育以培养本科拔尖创新人才为直接目标,透过荣誉学院组织实施,并且逐步制度化。在汲取古今中外教育理想与实践经验的基础上,中国的荣誉教育形成了本科拔尖创新人才的培养理念,主要包括书院式管理、自主性学习、个性化培养、研究性教学和国际化发展。但是,荣誉学院在本科拔尖创新人才培养过程中也面临着一系列突出的矛盾与困境,如刚性制度与自由发展的矛盾、政策倾斜与资源不足的矛盾以及卓越目标与就业现实的矛盾等。在荣誉教育实践中,具有中国特色的拔尖创新人才培养路径主要包括,完全学分制、全程导师制与进入—退出制;"小学分"课程、"小班化"教学、"小组别"研讨;"跨学段"选课、"跨学校"学习、"跨学科"发展,等等。

Modem honors education originated with the development of the concept of elitist education in British and American higher educations. The goal is to design a personalized form of education for the excellent students in order to fully meet their learning needs. Traditional Chinese society was always elitist-oriented. The imperia/examination system and the traditional residential academy system were the institutional approach to this kind of elitist value orientation. The direct target of honor education in contemporary China＇s higher education is to cultivate outstanding innovative undergraduate talents. To cultivate innovative undergraduates in China has been organized and implemented through the honors programs, and gradually institutionalized. Based on the experience and practice of the educational idea at all times and in all countries, Chinese honors education has generated certain concepts for training top-notch innovative undergraduates, including classical residential academy style governance, autonomous learning, individualized training, inquiry-based teaching, and international cooperation. At the same time, China＇s honor education is to explore a path with Chinese characteristics for training innovative talents, such as ＂three systems＂ of administration, i.e., full credit system, full tutorial system and the entry-exit system; ＂three smalls＂ of teaching, i.e., small credit course, small sized class and small group discussion; ＂three inters＂ of learning, i.e., inter-grade registration, inter-collegiate leaning and inter-disciplinary studies.